The natural world

Unit: 6

The natural world

School:

Specialized school gymnasium №21 named after Al-Farabi

Teacher’s name:

Nurgaliyeva G

Date:

23.01.2025

Class: 8 “ae”

Number present:

Number absent:

Theme of the lesson

The natural world

Learning objective (s)

8.1.3.1 respect differing points of view;

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics;

Lesson objectives

• learn vocabulary for the natural world.

• listen to short conversations about nature around the world.

• talk about natural landscapes in my area.

Value

• Knowledge of the basics of the legal system and human rights

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Language note

Practice

Your

Turn

Ending the lesson

Feedback

Free Talk.

• Books closed. Elicit places in nature students are familiar with, e.g. rivers, mountains, lakes.

Students give the association of it.

Oral Assessment

Gist listening. Matching task.

Ask students to open their books at page 61.

Student have pictures and new words

• Students choose the picture to match them with new words

• Play the recording for students to check their answers and repeat the words.

• Refer students back to the picture in e and introduce the word canyon (a steep, rocky valley with a river flowing alone the bottom).

Key:

a glacier b rock c cave d coast e canyon f waterfall g cliff h earth i peak j stream

Verbal Assessment

Cd

Speaker phone

Slide

Rock can be uncountable and describe the material, e.g. This wall is made of rock. Rock can also be countable to mean a piece of rock, e.g. Rocks fell from the sky as we walked in the canyon.

Prediction based on the title, pictures. Reading for general understanding. Comparing answers.

2 • Complete this exercise with the class as a whole, taking

care to explain the different types of natural environment

pictured in Exercise 1.

3. 2.03 Play the recording for students to listen to five short

conversations and complete the sentences.

• Help weaker students by playing the recording twice.

The first time for students to write down the types of

natural landscape, the second so they can note down more

details about each of the conversations.

• Check answers.

Descriptor:

A learner:

• Listens the conversation

• uses appropriate subject-specific vocabulary

• illustrates the ability to link words into sentences and paragraphs.

Suggested answers:

The shape of the land: cave, coast, canyon, cliff, valley, peak

Forms of water: glacier, waterfall, stream

What the land is made from: earth, rock(s)

Suggested answers

2 cliff, coast

3 peak

4 glacier

5 rocks, stream

Peer Assessment

Group Assessment

Pictures

Handouts

4 • Ask students to look again at the natural landscapes in Exercise 1. They should then work alone to write down places they have visited, seen or heard about and what they are like using features they have learnt in Exercise 1.

5 • Refer students to the features in Exercise 4.

• Put students into pairs to discuss the questions. They should use the notes they made in Exercise 4 to help them with the questions. • Ask some students to report back to the class on what their partner said. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 126 and do the exercises for The natural world.

Students work into small groups

Expressing opinion about the lesson: In my opinion .......

Homework

Set Exercises 3 and 4 on page 45 of the Workbook for homework.

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

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?