"National parks" 6 grade

Unit of a long term plan:

Unit 3 Our Countryside.

Lesson plan 32

School: Bolek batyr secondary school

Date:

Teacher's name: Kudabaeva K.

CLASS: 6 A

Number present:

absent:

Lesson title

My country: National parks.

Learning objectives(s)

6.C3 respect differing points of view

6.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

6.UE14 use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

• Identify the theme, new words and use them as the basis for discussion.

• Demonstrate basic knowledge for usage of the Present Tenses.

• Identify some of the main ideas and specific information correctly in text and use some target vocabulary correctly in response to prompts

• Offer constructive peer-feedback using rubric.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation

• Provide a point of view in conversations and discussions;

• Identify most of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Apply the correct form of the Present Continuous Tense in the context;

• Identify all of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• Read the given text and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

National park, landscape, animals and plants, environment, species, willows, honeysuckles, vertebrates, paradise, eagles, attractions, sand dune, organ, signs, the paintings on the rocks, archaeological sites.

Values links

Responsibility, Global Citizenship, love too flora and fauna

Cross-curricular links

Biology, Maths

Previous learning

Vocabulary relating to people's activity and animal's life and actions

Plan

Planned timings

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

Resources

Start

6 min

Pre-learning (W)

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.

• Game “Back to Blackboard” Rules:

One person stands back to the picture of an animal;

Classmates should not name the animal;

Classmates can give some associations with the animal’s name;

Classmates can mime the animal’s name;

Watch a video. National parks in KZ.

The teacher introduces the objectives of the lesson.

Teacher informs that they are going to take a new material about national parks and asks Sts. if they know some parks in Kazakhstan.

Slide (useful phrases)

Pictures

Video

Presentation

Main part

5 min

3 min

10 min

5 min

3 min

3 min

The main part of the lesson.

Today we'll speak about national parks in Kazakhstan.

“INSERT” method. New words:

National park [ˈnæʃnəl [pɑːk] ұлттық саябақ

Landscape [ˈlændskeɪp] пейзаж

animal and plant [ˈænɪml] [plɑːnt] жануар мен өсімдік

environment [ɪnˈvaɪrənmənt] қоршаған орта

species [ˈspiː.ʃiːz] түрлері

willow [ˈwɪl.əʊ] ива

honeysuckle ˈhʌn.iˌsʌk.l̩] ырғай

vertebrate [ˈvɜː.tɪ.brət]омыртқалы

paradise [ˈpær.ə.daɪs]жұмақ

eagle [ˈiː.ɡl̩]бүркіт

attraction [əˈtrækʃn]тартымдылық

sand [sænd] құм

dune [djuːn]құм төбе

organ [ˈɔːɡən]мүше

sign [saɪn]белгі

the paintings on the rock  [ˈpeɪn.tɪŋ] [rɒk] тасқа сурет салу

archaeological site [ˌɑː.ki.əˈlɒdʒ.ɪ.kəl]  [saɪt]  арх.-қ орын

“Think and say”

What other national parks do you know?

This is a list of national nature parks in Kazakhstan:

• Altyn-Emel National Park

• Bayanaul National Park

• Burabay National Park

• Buiratau National Park

• Charyn National Park

• Ile-Alatau National Park

• Karkaraly National Park

• Katon-Karagay National Park

• Kokshetau National Park

• Kolsay Lakes National Park

• Sayram-Ugam National Park

• Zhongar-Alatau National Park

Divided 2 groups

• “Jigso” method. Working with the text "Altyn - Emel National Park". Read and listen to the text and translate. Then do ex. 1 - 2. Fill in a table:

• The first group is written Animals

• The second group is written Plants

In pairs, describe what you can see.

I can see Imperial eagle, Przewalski’s horse, Turanga forests.

“Spider” game. Answer the questons.

1. What is the name of the national park?

2. Where is it?

3. What is the landscape like?

4. What animals do you find there?

5. What plants do you find there?

6. What unusual sights can you see in the park?

7. What are some of the unusual animals and plants in the park?

8. What is the weather like?

9. How many metres eagle’s wingspan?

10. Which type of animal have got hair?

11. Is Przewalski’s horse domestic or wild animal?

12. What is the name of the trees grow along the River Ili?

Ex. 4 p. 40. Find the numbers in the text.

1. The size of the Altyn-Emel National Park.______

2. The number of plant types.______

3. The number of animal species in danger.______

4. The height of the sand dunes._____

5. The age of the animal paintings on the rocks._____

6. The age eagles live to when they are free._____

7. The number of Przewalski’s horses in the 1940s._____

Ex.5 p.40 Complete the sentences with the correct prepositions.

1. The Altyn-Emel is____south-east Kazakhstan.

2. It lies ____ the River Ili and the Aktau Mountains.

3. There are paintings_______some of the rocks.

4. Turanga trees grow _____the River Ili and______springs in the park.

5. An eagle is flying _______the sand dunes.

6. Rabbits sleep _____the ground.

7. Is there a pony _______those trees? I can’t see it.

8. Two of the horses are standing ________us. They are looking straight at us.

Whiteboard

A text

A list

A books’ pictures

A table

List task

A whiteboard

End

5 min

Home task. Write about one national park.

Students express their attitude to the lesson and give self-assessment using the method: “Tree”:

What have you leant today?

What did you like about today's lesson?

Slide (Homework)

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

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

Assessment criteria:

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Descriptors:

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Teacher's observation using observation checklist (Appendix 2 - reference to the resource "Literature Circle Role Sheets" by Christine Boardman Moen. p.28) and monitoring.

Self-assessment.

Health saving technologies.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson 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: