Space and Earth

Long-term plan Unit 4 Space and Earth

School: № 19

Date: 12. 12. 18

Teacher name: Abishova S.T

Grade: 7b

Number present:

absent:

Theme of the lesson: Geographical features

Geographical places

Learning objectives(s) that this lesson is contributing to

7.L3 understand an increasing range of unsupported basic questions on general and curricular topics;

7.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;

7.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to:

• understand the events in the story from the video;

• use geography skills to create neighorhood on the maps

• identify connections between geography, culture and economy in their local area.

Language objectives

use the Past Continuous, specific phrases and vocabulary “Desert, Sea, River, Ocean, etc”

Previous learning

• Large white construction paper (at least one sheet per student)

• Pencils and erasers

• Colored markers or crayons

• Maps of your local area and other city maps

• Information about the economy, industry, and attractions in your local area (usually can be found in relocation packets at a local Chamber of Commerce or local real estate offices)

• Computer with Internet access (optional)

• Understanding: Geography video and VCR or DVD and DVD player

Success criteria

Learners have met this learning objective if they can:

• complete the tasks (90 %);talk today’s new theme using learned vocabulary

Value links

Value of environment. Teamwork: Ls will work well together in pairs/ groups showing respect and being polite with each other.

Cross curricular links

Lesson is connected with Biology, Geography

ICT skills

Projector or Smart board for presenting a video

Interculturalawareness

Accept diversity of other cultures

Kazakh culture

Asking questions about geographical features

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions. Use of Classroom rules

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

Warm-up Game

Pair work.

Learners are divided into pairs. (Differentiation by support, more able learners with learners who need support, more able learners can help with translation or meaning of the words.)Teachers distributes the handouts. Learners are suggested to work in pairs and match the words with the pictures.(Desert, Forest, Lake, River, Ocean, Sea, Pole, Mountains)

Learners guess the topic of the lesson.

The topic and LOs are presented.

Worksheet 1, Task 1

PPT slide 1

Middle

28 minutes

Presentation

Listening

Pre-listening task

Teacher asks learners to read the sentences, underline the unfamiliar words in the task 2. They walk around the classroom and ask the group mates about the unfamiliar words. (Peer’s support).

If learners cannot find the meanings/translations of the words teacher provides the meaning of the words. (Teacher’s support).

While-listening task

Learners listen and watch the story, put the sentences in correct order. Teacher plays the recording twice.

Pair work.Learners are divided into pairs. They compare their answers with the partner. Teacher checks answers as an open-class activity.

TPR (Total physical response)

Learners are suggested to make a circle. Teacher prepares the cards with the vocabulary of Task 1. A Learner 1 chooses any card, reads the word, using gestures explains the word to the class. The learner 2 who guesses the words has to spell it.

Learner 2: It is a plant.

Learner 1: Could you spell the word?

Learner 2: P-L-A-N-T. (Plant).

Learner 1: Yes, good job!

Reading task.

The activity below can be used as a formative assessment.

To check the ability of students to use vocabulary in context, learners are asked to read the same story and write the correct word into the missing space. Teacher monitors and supports some students who need help.

Production

Ask learners in their L1 language what they know about plants and what they need to grow. Then suggest learners work in pairs by forming pairs according to teacher’s decision and to tick things that plants need to grow. (Peer’s support). Open - class activity checking.

Practice

Task 1

Group work.

Learners have to choose one card and are divided into 3 groups with the help of these cards: tree, sunlight, leaf.

• What kinds of plants do you know?

• What plants grow in Kazakhstan?

Teacher demonstrates some plants which grow in Kazakhstan. (Roses, tulips, poppies).

Task 2

Learnersdraw the plants that grow in Kazakhstan.

Teacher shows the clue that learners should use in the next task-writing.

e.g. This is a camomile. It grows in fields, mountains and gardens. It has a white flower, thin leaves. It is very useful. If you are ill you can drink camomile tea.

Group work.In their groups learners write 3-4 sentences about this plant using the Present Simple forms.

Think-group-share

Ls discuss the ideas on the presentation, with the Teacher’s support they create the criteria for the presentation.

Learners share their ideas about the exact plant in groups, choose the best sentences and present them.

Teacher nominates a group of learners to present the plant. Learners give peer feedback such as: Your English / / pronunciation is good. We can understand all of / most of the presentation. We like the ____. Teacher praises learners’ and suggests an improvement.

Learners peer assess each other following the suggested criteria.

Worksheet 1. Task 2

http://learnenglishkids.britishcouncil.org/en/short-stories/the-lucky-seed

Worksheet 1. Task 2

Worksheet 1. Task 1 cards with words

Worksheet 3 FA

Worksheet 1 task 3

Worksheet 2 (cards)

PPT slide 2

Worksheet 1. Task 4

Posters, markers, pencils

PPT text about chamomile slide 3

End

2 mins

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

• Teacher asks learners what 3 words they learnt today

• Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the story in the video.

I can understand: all / most of / some of the story when I read it.

I can say all/most of/some plant parts

Hometask: to learn the new vocabulary.

Evaluation worksheet