Сабақ жоспар: Space and Earth: Prepositions : movement; 7 сынып

Long-term plan unit:

7.4: Space and Earth

School: Secondary school named after Y. Altynsarin

Date:

Teacher name: Reimova A.

Grade: 7

Number present:

absent:

Theme of the lesson: Prepositions : movement

Learning objectives(s) that this lesson is contributing to

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

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

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

7.S3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics 

Lesson objectives

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

• reflect individually whether extraterrestrial life exists or not

• read the text and underline unknown words

Most learners will be able to:

• share their ideas about extraterrestrial life in pairs

• match new words with the definitions with some peer support

• answer 4 out of 7 post-text questions correctly

Some learners will be able to:

• share their ideas about extraterrestrial life in pairs

• match new words with the definitions without any support

• answer 6 out of 7 post-text questions correctly

Value links

The values:

• Sustainable development: sense of the future

Cross curricular links

Geography/Biology/Physics

ICT skills

Previous learning

Review

Plan

Planned timings

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

Resources

Beginning

3 min

(W) Organisation moment

(W) Actualization of previously-learnt material

(W) Introduction of Lesson agenda

Slides 1-2

7 min

5 min

10 min

(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)

Match students 1- 9 with the prepositions in the box.

Across around down into off

over through under up

Ex2. Read the daredevils quiz and choose the correct prepositions .

Ex3. Do the quiz. Then listen and check your answers.

Ex4. Work in pairs. Describe the pictures in exercise 1 using the verbs in the box and a preposition.

Climb cycle fall jump run swim walk

1. Climb up

2. Climb down

3. Fall off

4. Jump in

5. Swim across

6. Walk around

Ex 5. Complete the sentences with the prepositions in exercise 1.

Did he sail across the Atlantic?

1. He fell ____ the bridge but he was OK. He was lucky.

2. I like skiing.____ big mountains.

3. Can you climb ___ a fifty metre high tree?

4. Kate is crazy. She ran ___ the sea in December.

5. They’re sailing____ the Greek islands.

6. WE cycled ___the forest. There were trees all around us.

Slide 3

HO 1

Slide 4

HO1

Slide 5

Slides 6-7

Slides 8-13

Slide 14

End

3 min

Plenary: Sts reflect on their learning according to the activities done on the lesson.

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
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:

2:

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