Unit of a long term plan:
Our world
|
School: №6
|
Date:23.09.2020
|
Teacher name: Esturganova
Zhanagul
|
CLASS:
8th «г» form
|
Number present: 15
|
absent:
|
Lesson title
|
Edutainment
|
Learning objectives(s) that this lesson is
contributing to (link to the Subject
programme)
|
8.1.3.1. respect differing points of
view.
8.3.4.1.
respond with
some flexibility at both sentence and discourse level to unexpected
comments on a range of general and curricular
topics
8.5.8.1.
spell most high-frequency vocabulary accurately for a range of
familiar general and curricular
topics.
|
Lesson objectives
|
All learners will be
able to:
Most learners will be
able to:
Some learners will be
able to:
|
Level of thinking skills
|
Knowledge, Understanding,
Application and High levels of thinking
skills
|
Assessment
criteria
|
-
Understand specific information
and detail in texts about
natural disasters.
-
Give arguments using the new
words.
-
Give arguments and reasons for range of
written genres.
|
Language objective
|
Learners
can: Learners can understand the
information about natural disasters.
Subject-specific vocabulary
and terminology:
Volunteer, conservation, footpath, equipment,
waterproof, register
|
Values links
|
Universal Labor
Society
|
Cross-curricular links
|
Geography , Self
education
|
Previous learning
|
Learners have information
about global issues
|
Plan
|
Planned timings
|
Planned activities (replace the notes below
with your planned activities)
|
Resources
|
Start
2
min
4
min
4
min
|
I. Organization moment :
Greeting with learners and forming a
psychological atmosphere in the classroom. Attracting their
attention to the lesson..
II. Checking home
task
Strategy : “No hands!
questioning!”
Asking home task by
strategy “No hands
questioning” I will ask question about home
task and learners will answer them by my
choice!
Formative
assessment: by comments: excellent, good,
very good and very well.
III. Warm up.
Strategy
: “Brainstorming”
I’ll give some pictures and ask questions to
define the topic.
IV. Total Physical
Response.
Active
vocabulary
Volunteer- волантер ,
Conservation- қорғау,
Footpath- жалғыз аяқ жол,
Equipment- жабдық,
Waterproof- су өткізбейтін,
Register-тіркеу
|
Pictures
New words
,
Student’s
book
|
Middle
10
min
7
min
8min
|
All learners able
to:
Understand the information and
detail in texts and recognize the topic with
support
Task 1. Read the
dialogue.
Dear sir /
Madam,
I am writing in response to an
article in your paper about the huge amount of waste which people
throw away every all over the world. In your opinion, the damaging
effect that this has on the environment is one of the most serious
problems that our society ofaces today.
I would llike to give some suggestions on how to
reduce the amount of waste we produce.
Descriptor: A
Learner:
-
Reads the
text.
-
Understands the information
detail in text
-
Recognizes the
topic
Formative
assessment: by comments: excellent, good,
very good and very well.
Most learners able
to:
Understand specific information
and detail in texts about
global issues and give arguments using the new words with little
support.
Task 2 work in paris .
Mathch the suggestions to the :expected
result.
Suhggestions
|
Expected
results
|
-
Plant trees I local parks and
forests
-
Encourage people to
use public transport or cycle
|
-
Fewer cars on streets-
cleaner air
-
Trees absorb carbon
dioxide – air becomes cleaner
|
Descriptor: A
Learner:
-
Reads the
sentences
-
Compares it with sentences
from the text
-
Gives their own arguments
according to the text.
Formative
assessment: “Auction” assess each other by numbers
3, 4, 5.
Task 3. Some learners able
to:
Strategy: “Think, Pair,
Share”
Understand information according to the topic, give
arguments supported by example and
reasons for a range of written genres
Tell your partner three things that impressed
you from the text.
Descriptor: A
Learner:
-
Understands information according to the
topic.
-
Gives arguments supported by
example and new words.
-
Gives own reasons for a range
of written genres.
Formative
assessment: by
thumb
|
Student’s
book
Student’s
book
|
End
5min
|
IV. Conclusion.
Strategy: No hands
questioning!
Using the ‘no hands up’
rule. Learners aware that those
required giving an answer, will be selected by the teacher.
Teachers alert them to this as questions are
asked.
V. Giving Home
task
-
Your home task will be writing
short essay using the new words. Your essay must consist of 50-60
words.
|
|
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
|
All learners will be
able to:
Most learners will be
able to:
|
-
Understand specific information
and detail in texts about
sport injures.
-
Give arguments using the new
words.
-
Give arguments and reasons for range of written
genres.
|
-by comments: Good, Excellent
and very well.
- by
Fingers
“Auction” learners assesses each other
by numbers 3, 4, 5.
|
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 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?
|