Term 3

Unit 6 "The natural world"

School:

Date: ___

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

CLIL: Geography. Natural environments.

Learning objectives(s) that this lesson is contributing to

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.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

• Recognize and use vocabulary of natural environments.

• Identify the meaning of the text about tropical rainforests..

Most learners will be able to:

• Write about coral reefs in accordance with the structure.

Some learners will be able to:

• Write about coral reefs without support.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Natural environment.

Previous learning

My country: Tamgaly petroglyphs.

Use of ICT

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

Intercultural awareness

Perception of different global problems in learners' own country and around the world.

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. Brainstorming "Rainforest".

• What do you know about tropical rainforests?

• What do you know about the conditions in a rainforest?

• What types of animals and plants are there and where do they live in the forest?

Main Activities

Ex.1 p.77. Conveying the meaning of new words. Use of dictionaries. Skimming. Blank-filling.

Answers:

1) vegetation

2) wildlife

3) layers

4) mammals

5) shrubs

6) natural

Ex.2 p.77. Listening for global information. Checking comprehension.

Text completion.

3) recycles

4) community

5) facilities

6) save

Ex.3 p.77. Reading for specific understanding. Filling out diagram.

Answers:

1) emergent layer

2) canopy

3) understorey

4) forest floor

Ex.4 p.77. Writing practice.

CD

https://www.youtube.com/watch?v=ZiULxLLP32s

https://www.teacherspayteachers.com/Product/REEFSGeography-Worksheets-and-Activities-637593

Ending the lesson

Giving the hometask. WB p.54-55

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

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

3. Make a clear plan of writing; Create a description. Check the written draft.

Descriptor:

A learner:

• chooses the right answer.

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

• writes an appropriate information;

• writes and edits the work.

• Observation

• Feedback on the work

• Self-assessment

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