сабақ жоспары 9 сынып House of the future

Unit : Science and technology

School: 31

Date:

Teacher name: Mukhashova Aktoty

Grade: 9

Number present:

absent:

Theme of the lesson:

House of the future

Learning objectives

L 9.2.2.1. understand most specific information in unsupported extended talk on a wide range of general and curricular topics

S 9.3.3.1. explain and justify their own points of view on a range of general and curricular topics

W 9.5.6.1. write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics

Lesson

objectives

All learners will be able to:

• Get acquainted with new information

• interview and give information about partner with support

• Write description 5-7 sentences

Most learners will be able to:

• understand most specific information and details

• interview and give information about partner with minimal support

• Write description using new vocabulary 8-10 sentences

Some learners will be able to:

• interview and give information about partner without support

• Write description at text level using a variety of connectors and new vocabulary 11-13 sentences

Previous learning

In the previous lesson, learners developed reading and writing skills working creatively and cooperatively in groups while discussing gadgets

Plan

Planned

timings

Planned activities

Resources

Start

1min

2 min

Greeting

WARM UP

(W) Method “Cluster” Write “House of the future “on the board in circle and students will write associated words

PRE-LISTENING

(I) Task 1

Guess and match the words with their definition

Answers

Worksheets

Middle

4 min

3 min

4 min

3 min

13 min

7 min

WHILE-LISTENING

(W) First listening

(I) (FA) Task 2

Which of these things do you see on the video?

1. A shower which uses rain water and solar energy

2. A washing machine which uses just one litre of water

3. A front door which recognizes people’s fingerprints

4. A computer which controls the temperature and music in the home

5. A fridge which tells you when food has gone bad

6. A chair with a built-in library

7. A generator which makes electricity using rubbish from the kitchen

8. A solar-powered television

Answers

Sentences:1, 3, 4, 6, 8

Description

(W) Second listening

(I) (FA) Task 3

TRUE OR FALSE

1 The houses are part of an estate where rich people live.

2 With some of the houses, it's easy to add floors if you want more space.

3 Peter White is the engineer in charge of the houses.

4 Peter White says that houses in the future will be completely different from today's.

5 One of the visitors to the houses says she'd like a house which can clean itself.

6 Another visitor says he'd like to be able to watch films in every room.

Description

POST LISTENING

(G) (P) Task 4

 Divide with puzzles class into 3-4 groups with 4 member and four-member groups into two pairs: A and B, C and D.

Method “3 step interview”

In step 1, A interviews B while C interviews D.

In step 2, B interviews A while D interviews C.

In step 3, share-around: each person shares information

Questions

1. What new technologies/gadgets do you want to have in your house?

2. Is future houses safer than ordinary houses?

3. What new technologies for houses must be invented in the future?

Differentiation:

All learners: interview partners with support and give information about 1 member

Most learners: interview partners with minimal support and give information about 2 member

Some learners: interview partners without support and give information about 3 member

(I) Task 5

Learners give information and describe “House of the future” with using phrases, words from video about picture

Differentiation:

All learners: write description 5-7 sentences

Most learners: Write description using new vocabulary 8-10 sentences

Some learners: Write description at text level using a variety of connectors and new vocabulary 11-13 sentences

video

https://learnenglish.britishcouncil.org/flathunting/homes-future

worksheets

Picture

End

3 min

(I) Method “Table 3-2-1” Ask students to write 3 things they learned, 2 things they still want to know, 1 question they have

Table 3-2-1

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?

Cross-curricular links Health and safety check ICT links

Value links

Differentiation by task:

All learners: make up 1-6 sentences

Most learners: make up 7-9 sentences

Some learners: make up 10-12 sentences

Differentiation by grouping:

In the speaking task, students will work in groups and help each other

Formative Assessment:

1) Self-assessment

2) 3-2-1

Art and design, technology

Active learning methods

1. Cluster

2. Two stars and one wish

3. Three step interview

4. 3-2-1

Smart board for showing video

Reflection

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 or achievements/difficulties of individuals that will inform my next lesson?