Theme of the lesson: Save the nature

Ахметова Бакытгул Ибадатовна

 

Unit: 7.3C  Natural  disasters

 

 
Date: Teacher name: Akhmetova B.

                     

CLASS: 7 Number present: absent:
Learning objectives(s) that this lesson is contributing to 7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

7.L5 understand most specific information and detail of supported, extended talk on a range

general and curricular topics

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of

general topics, and some curricular topics

7.R2 understand independently specific information and detail in short, simple texts on a

limited range of general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a growing

range of general and curricular topics

7.UE13 use modal forms including mustn’t (prohibition), need (necessity) should (for

advice) on a range of familiar general and curricular topics

Lesson objectives All learners will be able to: know the meaning of the modal forms must, need, should
Most learners will be able to: use modal verbs in sentences,

understand most specific  information about the nature

Some learners will be able to: talk  about  nature  using  modal  verbs, give advices to save the nature, make questions and answer using modal forms and  new vocabulary
Language objective

 

 

 

 

Learners can: understand most specific information about the nature , how to use modal forms   must, need, should

Key words and phrases:

save, care, environment, ecology, possible, important, pollution, nature, modal verbs

Useful classroom language for dialogue/ writing:

Discussion points: 

What pollute the Earth, Water, Air and forests or plants?

What should  you do  to  stop  pollution?

What harmful things you must not  to do?

Can you say why we need to save the nature?

Writing prompts:

We must ……

We need  …

You should …….

Previous learning  Values
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start

 

1 min

Traveling on the paper

(team drawing on the poster             1 min

 

Dividing into groups

(by different colour of ribbons)

2 min

ORGANIZATION  MOMENT

Hello, boys and girls! How are you?

 

Pupils divide into two team and stay behind each other. A first pupil starts drawing with marker and the next student need to continue this action. So each team will draw their picture together.

Teacher gives pupils three colour of ribbons (blue, white, green). Pupils   divide into three groups by ribbon’s colour.

Teacher asks pupils: What do these colours mean? How do you think?

Teacher gives a time for discussing in group and listen to their answers.

 

 

 

 

 

Posters, markers

 

 

 

 

Three colour of ribbons : blue, green and white

 

Middle

 

1 min

Association

 

 

3 min

(D) INTRODUCING NEW MATERIAL

Teacher shows pictures(the Earth, air, water) which  relates  with the colour of their ribbons and asks:

What do you think about these pictures? What do they mean? How it related to our lesson today? Think and say.”

Pupils discuss in group and say their opinions.

During the discussion pupils find the theme of the lesson themselves.

 Active board

Pictures :(the Earth, air, water)

Middle

 

reading and discussion

5 min

 

Jigsaw listening and reading

10 min

 

 

 

 

 

Group discussion

Association

4 min

 

 

 

 

 

Warm up

(watch  and dance)

3 min

 

Grammar gaming

Boomerang

7 min

 

 

 

 

Test

3 min

PRACTICE

(W)Teacher gives for three group three parts of one text and refers to read and find the modal verbs and unknown words, translate them and discuss.

For special way of educational activities teacher gives for each group the information about using modal verbs. Pupils read and discuss in group.

Teacher advices to each group to choose one pupil from their group and they have to explain the meaning of their text’s part to the next group.

Each member of group explains their part of the text and arrives to their group.

(G)Then teacher offers to discuss in group, sharing and make a poster about their understanding, draw their ideas. Pupils share with information which they gave from the other group and make a poster. Teacher gives one minute for discussion and 3 minutes for preparation.

(F)One member of each group performs group’s work.

Teacher listen them attentively and refers to each group  evaluate each other with the thumb

 

(W)Pupils watch video and repeat actions.

 

 

(D)Teacher gives cards for each team and they have to read and continue the sentences using modal verbs and the information from the text. Each group write their sentence and go to the same group’s desk to continue the next sentence.

After that each team arrive to their places, read and check other groups’ work.

 

(I)Teacher gives micro tests for each pupil.

Time limit – 5 minutes

 

Information about modal verbs

Three parts of the text

about the nature

 

 

 

 

 

 

 

 

FA – (group’s evaluation)thumb

 

Active board,

warm up video

 

cards

 

 

 

End

«Evaluative Paper»

3 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REFLECTION

2 min

(I) Descriptor

1.      Answer the questions:

right  answer– 2 point

wrong answer – 1 point

2.      Group’s  answer: 

right  answer– 2 point

wrong answer – 1 point

3.      Group presentation:

not less than 10 sentences -2 points

less than 10 sentences – 1 point

use modal verbs – 2 points

don’t use modal verbs – 1 point

4.      Continue the sentence :

3 right  answers with using modal verbs – 2 points

2  right  answers with using modal verbs – 1 points

1 right  answers with using modal verbs  – 0 point

  Total  —  10 points

«5» — 10  points

                                         «4» — 7  points

                                         «3» — 5-6  points

Evaluation of the lesson by means of oral feedback from students – images of smiles.

(F)REFLECTION

Now I know          I want to know

 

 

«Evaluative Paper»

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Images of smiles

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? Cross-curricular links

Health and safety check

ICT links

Individual support will be giving to weaker students easy tasks. It can be used at any stage of the lesson.

Differentiations used during ask questions, giving individual tasks.

through questioning and the redirecting of questioning in feedback activities

using descriptors

through formative task

v  Science

v  White board is used no more than 10 minutes

Health promoting techniques   Breaks and physical activities used. Cooperation Respect : when students work together, they will learn to be polite and respectful to each other

v  Smart board, multi-media presentation

 

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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 the lesson.  Learners learn types of the modal verbs,  talk  about  nature  using  modal  verbs, give advices to save the nature, make questions and answer using modal forms and  new vocabulary

Learning atmosphere was respectable.

All learners work together in group, discuss and presentation group’s work. At the end of the lesson each pupil will work individual with individual   tasks.

 

 

I make changes from my plan accounting   pupils’ ages and abilities using new ideas of UC, new strategies and methods.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Direct pupils’ steps

2: Pupils’ self-learning

What two things would have improved the lesson (consider both teaching and learning)?

1: New approaches

2: Motivating learners

What have I learned from this lesson about the class or individuals that will inform my next lesson?

1: take differentiation and use work in pairs

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