New Zealand

Checked:

Unit: Creativity

School: №6 Khromtau Gymnasium

Date:

Teacher: Bakazhanova N.O

CLASS: 7

Number present:

absent:

Lesson title

New Zealand

Learning objectives

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

7.R9 recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects

Lesson objectives

All students will be able to make statements using the topical vocabulary

Most students will be able to ask and answer the questions

Some students will be able to summarize the text

Assessment criteria

Identify details in a reading passage with little support.

Provide unprepared speech to answer a variety of questions at

sentence level with limited flexibility.

Learners :

• read the text accurately;

• find information in the text, uses topical vocabulary ;

• ask and answer the questions.

Cross-curricular links

Geography

Previous learning

Australia

Plan

Planned timings

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

Resources

Start

0-3 minutes

4-6 minutes

Greeting: - Hello, children! – How are you? - I am glad to see you!

Warm-up

- Look at the screen and try to guess what country is it?

Vocabulary.

The teacher presents new vocabulary with pictures.

“Visually remember” Children should remember the words and write them on the blackboard. Then teacher shows the words with pictures

Landscape, crater, haka, sailing, kayaking, diving, surfing, Maori, Ta moko tattoos,

Teacher give the translation of the words

(Words with translation)

Tapping - |tapɪŋ| бастыру

Identity - |ʌɪˈdɛntɪti|ерекшелік

Important - |ɪmˈpɔːt(ə)nt| маңызды

Amazing - |əˈmeɪzɪŋ| керемет

Spectacular - |spɛkˈtakjʊlə|әсерлі

Complicated - |ˈkɒmplɪkeɪtɪd|қиын

Striking - |ˈstrʌɪkɪŋ|поразительный,

Incredibly - |ɪnˈkrɛdɪbli|невероятно

Drilling(in chorus, individual, in a small group) “Flash!” and “Lip reading”

Formative assessment: Good job!

pictures of https://yandex.kz/images/

Pictures of words

https://yandex.kz/images/

Middle

7-11minutes

12-14

15-30

31-35

• How do you think, what are we going to speak about?

• Yes, today we are going to speak about “New Zealand”

While reading

Handout .

(I) Listen, Read the text carefully and complete the task below. (Detailed Reading)

Text “New Zealand”

Differentiation by grouping.

1. (I) Match the headings to the correct

paragraphs 1-5. (Jumbled paragraphs)

FA: thumb down, thumb up

2.(T-S) Read the sentences and find True, False or Not Given .

1. The first people arrived about 1000 years ago.(T)

2. Water sports are not very popular.(F)

3.The school day starts at 8 and finishes at 3 .(F)

4. New Zealand was a center for trade and commerce.(NG)

5.The largest Lake Taupo lies in the crater .(T)

6. The population of New Zealand is four million (T)

7. the Maori challenge dance is haka.(T)

8. The climate in New Zealand is warm and the greater part of the country is well watered.(NG)

FA: Peer assessment: learners check each other

3. (T-S) Fill in the gaps

Exercise 4 p 37

1. important

2. amazing

3. spectacular

4. complicated

5. striking

Formative assessment: with verbal “Well done!”

Differentiation by tasks.

Level A

4. (I) Read the story again, then look at the sentences below and put them in right order

1. The first people were Eastern Polynesia

2.There are twelve active mountains

3. The largest lake in New Zealand is Lake Taupo

4. more than 30% of New Zealand is forest

5. New Zealanders love sports

6. Cricket is also incredibly popular

7. Maori culture is the Ta Moko, Maori Tattoos

5. (I)Choose the right answer . (Multiple choice)

1. The first people were from …?

1. Australia b) Eastern Polynesia c) Maori

2. There are at least … active volcanoes

1. 30 b) 3800 c) 12

3. The largest lake in New Zealand …

1. Lake Taupo b) Lake Tekapo c) Lake Pukaki

4. More than 30% of the county …

1. lake b) coastline c) forest

5. The school year starts in …

1. February or March b) January or February

c) December or January

Level C

6. (I) Use the information in the story to ask questions (5W1H)

1. What are the people?

2. What are the landscape like?

3. What do you know about their sports?

4. What is the Ta moko?

5. What is the haka?

6. How many lakes in New Zealand?

FA: Medals

7.(S-S)Make up a text message with little number of words. (Text message)

FA: signal cards

https://iedunote.com/reading-techniques

http://yandex.kz/clck/jsredir

http://risaaldana.weebly.com/

End

35-45

Differentiation by support

(I) Let’s make up cinquain about New Zealand.

It is a kind of poem consisting of 5 lines. You will be given 4 minutes. ()

Reflection: “ Draw your brain”

• Draw a brain in the exercise book and fill it with words they have learnt during that lesson.

http://images.slideplayer.com/

20/6004445/slides/slide_4.jpg

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 by learning outcomes: all, most and some students will be able to do at the end of the lesson.

Differentiation by grouping : students read and understand the text in groups. Here I used “Detailed Reading Technique”. Students try to understand the text, high level students help to low level students.

Differentiation by task: students do different tasks.

Level A students read the story again and put the sentences in the right order.

Level B students choose the right answer .

Level C students ask questions by 5W1H.

Differentiation by support:

Support can be given while students make a cinquain at the end of the lesson

Differentiation by assessment: I assess students by different types of formative assessments, by verbal assessment, by medals, by signal cards, by thumb, by peer assessment.

I assess students by thumb up and thumb down , by verbal assessment, by signal cards, by medals.

Thumb up and thumb down if the students understand what they have learnt they should thumbs up, thumbs down if they don’t they don’t understand or need help.

Verbal – assess students orally for motivate them. Such as Great job! Well done!

Signal cards – to check for students understanding. If the students understand the hold up green signal card, if the students need explaining they hold up blue signal card, if the students confuse they hold up red signal cards.

Assessment medals (gold, silver, bronze) if the students understand they have gold medal, if the students need more information they have silver medal, if the students don’t understand they have bronze medal.

Observe learners when they discuss and use eavesdropping strategy

Students will be safety arranged and seat in front of the monitor away from electrical outlets and cabels.

Students in pair and in group work learn to be patient and helpful.

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?

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

The lesson objectives were realistic in all stages of reading activities: pre-reading, while-reading and post-reading. Learners achieved the lesson objectives according to the objective differentiation and their ability. Planned differentiation worked successfully.

Planned differentiation worked successfully

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: By cinquain students can make poem about Atlantis

2: By 5W1H level C students can ask questions well.

What two things would have improved the lesson (consider both teaching and learning)?

1 It’s important to show video about Atlantis

2 To give students more information about this island

What have I learned from this lesson about the class or individuals that will inform my next lesson?