Материалдар / Space and Earth

Space and Earth

Материал туралы қысқаша түсінік

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Мусабаева Асел Мырзағалиевна

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

08 Қаңтар 2019

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Unit:4.Space and Earth	School:
Date:	Teacher name:
CLASS: 7	Number present:	absent:-
Lesson title	Unit 4.Writing a short science fiction story and or a composition aboutlife in the future.
Learning objectives(s) that this lesson is contributing to	7C4.evaluate and respond constructively to feedback from others.7R4.read a limited range of extended fiction and non-fiction text on familiar and some unfamiliar general and curricular topics. 7W1.plan,write,edite and proofread work at text level with some support on a range of general and curricular topics
Lesson objectives	All learners will be able to: Identify the main idea of the text. Most learners will be able to: provide prepared speech to answer a variety of questions at sentences level Some learners will be able to: plan and write a short composition using specific information
Assessment criteria	1. Analyze given feedback.2.Skim the extended fiction or non-fiction texts to identify the general information3Make a clear plan ofwriting;Write a text;Check the written draft.
Level of thinking skills	High order thinking skills.
Values links	Educating throughout life
Cross- curricular links	Science.Geography.
Previous learning “Monuments in Danger!”
Plan	Planned activities (replace the notes below with your planned activities)	Resources
Planned timings Start 5 min	1. Org. moment.-Good morning dear boys and girls-I’m very glad to see you! -How are you?-We are fine, thank you.-What is the weather like today?-The weather is very good. Work with vocabulary.Game “Bang-Bang”I’ll divide class into two groups; will stand face to face. I’ll show them picture. Who first finds the names, they will sit. Picturesof: “The Planets”, “Theenvironment” Warm-upBook closed. Teacher asks learners:Do you know how many astronauts have been to the Moon?	Pictures Slide
Middle5-min 8 min 3 min 4min 15 min End 5minFeedback	Pre-reading. Task1.Work with a partner. Look at pictures and answer the questions.1.What do you mean when we say the Moon is ‘full’?2.Who was the first person to walk on the Moon?3.What effect does the Moon have on the Sea? Descriptor : A learner: Works with a partner Answers the questions While-reading. Method:JIGSAWTask 2.Read the text. Try to find the meaning of the text. The Moon.Objects that orbit planets are called natural satellites or moons. Jupiter has 67 of them,but the Earth has only one –the Moon. Each month,this object, the second brightest in the sky,goes through its phases-from the new moon we can’t see to the shining ball that we call the full moon.But where did our nearest neighbour come from?Scientists believe that something hit the Earth 4,6 billion years ago. The pieces which broke away then came together to make the Moon. The Moon is much smaller than the Earth and conditions there are very different : tempetatures can get as high at 127’c and fall as low as -173’c The Moon has little or no atmosphere to protect it,which means that it’s often hit by asteroids. This explains why the Moons surface has lots of big holes called craters. On 21st July 1969,the American astronaut Neil Armstrong became the first person to walk on the Moon. It was one of the great archievements of the 20th century, but what about the future? We will certainly return to the Moon one day. NASA and the European Space Agency will probably send more astronauts to the Moon over the next twenty years.Such trips might not interest as many of people as those of the 1960 and 1970s,but it’s exciting to think that there will be some kind of base on the moon-we may even create lunar cities.We definitely won’t live on the Moon all the time,but we might go there for a holiday. Post-reading . Task 3.Read the task and answer the questions.1.How many moons has Jupitor got?2.How hot it it get on the Moon?3.How cold does it get on the Moon?4.Why does the Moon have so many craters?5.When did the first person walk on the Moon?6.What do NASA and European Space Agency plan to do Descriptor A Leaner: Reads the taskanswers the questions. Game: “Who is the fast?”Task 4 Match the words in the box with the definitions (1-5)1.lunar a) stages in the development of something2.asteroids b) large rocks that go round the sun3.orbit the c) the force that pulls to objects together 4.gravity d) go round a planet or star5.phases e) related to the moon in some water DescriptorA Learner:Matches the words in the box Task 5. Work individually.Write a short composition about “ Future life” 1.Plan and write your short composition about future life2. Use grammar reference;will,might/may3.Use time links Descriptor A learner:Works individually FeedbackStudents answer the questions.-What did you take from the lesson?-What tasks were interesting to do?-What were the problems?-Were the criteria of the lesson realized? Feedback : Red-I know material Yellow-I understand the material Green-I can use the material Reflection for students. Students stick to the traffic light.	Eyes Open. 3Students book. Slide Eyes Open 3Student’s book Page 44 Page 44 Eyes Open 3Student’s Book Worksheets Pictures Traffic light
Additional information	Assessment – how are you planning to check learners’ learning?	Health and safety check
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 saving technologies.Using physical exercises and active activities.Rules from the Safety Rules book which can be applied in this lesson.
Differentiationcan be achievedthroughtheselectionofactivities, 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 leaners (Theory of Multiple Intelligences by ).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 this section to record the techniques that you will use to assess what the learners have learned during the lesson.
	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 individuals that will inform my next 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 individuals that will inform my next lesson?

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