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Space and the solar system
Материал жайлы қысқаша түсінік: This lesson plan is outlined for the teachers of 7th grade. It is made according to the updated curriculum. This short-term plan is all about the planets and space. Additionally, there are useful didactic materials for conducting open lesson.
Материалды ашып қарау
Short-term plan
Term 2. Unit 4. Space and Earth (Content with language)School:
Date: Teacher’s name: Gaziza Yeltuzerova
CLASS: 7Number present: absent:
Space and the solar system
Aim of professional development: forming and developing the communicative competence of students with the help of creative tasks
Learning objectives(s) that this lesson is contributing to
  • 7.S3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics;
  • 7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;
  • 7.L3 understand more complex supported questions on a growing range of general and curricular topics;
  • 7.UE1 begin to use basic abstract, compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics.
  • Lesson objectivesAll learners will be able to:
  • Speak on a given topic with some mistakes;
  • Read and answer the questions.


  • Most learners will be able to:
  • Speak on a given topic with no mistakes;
  • Describe a planet using basic abstract, compound nouns and noun phrases describing times and location with a few mistakes.


  • Some learners will be able to:
  • Speak on a given topic with no mistakes;
  • Describe a planet using basic abstract, compound nouns and noun phrases describing times and location with no mistakes.
  • Assessment criteria
  • Learners have met 7.L3 if they comprehend more complex supported questions and specific information on a growing range of general and curricular topics;
  • Learners have met 7.R2 if they understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;
  • Learners have met 7.S3 if they give an opinion at sentence and discourse level on an increasing range of general and curricular topics;
  • Learners have met UE1 if they begin to use basic abstract, compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics.


  • Language objectives Tricky, at least three, weak, size, alone, a crew, a spacecraft, space suits and to breathe.
    Value linksDeveloping students responsibility on the roads and social skills
    Cross curricular linksGeography, astronomy
    ICT skills Active board
    Previous lesson

    Plan
    Planned timingsPlanned activitiesResources
    Beginning3 min



    5 min













































    Middle3 min













    10 min















    5 min





















    10 min







    Greeting. Then T introduces the lessons and learning objectives.

    Warm – upT explains the warm- up activity for students. Firstly, students should think about their favourite holidays and choose one of them. And then, they will work in pairs in order to speak about these holidays. Finally, one of them will report on what his/her partner said to the rest of the class.

  • Warm-up activity (“One minute please!” strategy) (IW)
  • The aim of the game is to talk for one minute on a given subject. T announces the topic and a member of the group is randomly selected to speak for one minute. T uses a pack of cards to randomly select i.e. person who draws the lowest number. T may choose subjects to stimulate the imagination and which may be amusing. Put a stopwatch on each person to see how long they last before drying up! Subjects might include, my earliest memories, my favorite computer game, why beans are good for you, etc.Feedback: T gives colorful stars with praisal words on them to the students who have presented their speeches clear and with some grammar mistakes.

    Dividing into groupsT divides students into two groups: The Sun and The Moon.

    Pre-reading stage:T introduces and explains the meaning of a new vocabulary.
  • Pre-teaching vocabulary:
  • Tricky, at least three, weak, size, alone, a crew, a spacecraft, space suits and to breathe. Task 1. Learners find out the transcriptions and write the words on their vocabulary (IW) While-reading stage:
  • Task 2. Strategy “Jigsaw reading”. T asks learners to read two texts “Astronomy” and “Life on other planets”. Each group reads one text and then explains the meaning of text to another group (GW).
  • Post-reading stage:
  • Strategy “Comprehension Checking Questions (CCQs)”
  • Task 3. Learners try to answer the comprehension checking questions of the teacher related to the text (PW).
  • Who was the first man walked on to the Moon?
  • Who can repair damaged satellites?
  • Why do astronauts wear space suits?
  • What is the Kelper’s hope about the space?
  • Can you name the simplest requirements for a planet to have life?
  • Do you think that three years are enough to find an Earth-like planet? Why?


  • Teacher assessment: T assesses the group work of students.Task 4 (PW)T says learners they are now going to work in pairs to invent their own planet. T gives them some categories to help them decide on the characteristics of their planet, for example size, temperature, animal life, plant life, number of oceans, type of land, etc. At the end, these pairs will present their planets to the rest of the class.Feedback: T says some compliments to students such as “excellent”, “well done”, “good job” etc.






    PPT, Slides 1-5



    Slides 6 - 7





    colorful stars





















    Slides 8 - 9

























    App 1-2
    End





    5 min
    Reflection T asks a few questions to conclude a lesson:
  • What do you think; did we reach the aim of the lesson?
  • Can you tell me the most interesting thing that you have learnt today?
  • Can you imagine and compare with the metaphor the knowledge you accepted from this lesson?
  • Think of one thing that you have learnt today and you can utilize in another classroom or in your life.
  • Hometask:
  • Exercises 2 and 4 (a,b,c) in Workbook- English in Mind;




  • Slide 12





    App 3
    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 students’ learning?Cross-curricular linksHealth and safety checkICT linksValues links
    Challenge and support for different learners are built in through teacher monitoring, interaction and the format of the tasks and the lesson. Teacher monitoring: the teacher can help learners with content and language if need be, and challenge learners through language, and the use of learning skills throughout the lesson as necessary. Interaction: Group work allows both stronger and weaker learners to make contributions at their own language level. It also gives weaker learners the chance to prepare answers which address the task directly and which are linguistically correct. Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended.

    Opportunities for formative assessment are embedded in this lesson. Learners and teacher gain feedback on learners’ abilities to plan, organise, cooperate, respect different opinions and solve problems as they work in groups. The designing and solving of definitions provides evidence of learners’ understanding of content and their ability to use language to explain it.Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G8 English.
    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 on your lesson. Answer the most relevant questions from the box on the left about your lesson.




    Summary evaluationWhat two things went really well (consider both teaching and learning)?Strategies one minute please!” and comprehension checking questions (CCQs)”.What two things would have improved the lesson (consider both teaching and learning)? “jigsaw reading”.

    What have I learned from this lesson about the class or individuals that will inform my next lesson? I have learnt that using active methods are really helpful in order to make students more active and in my next lesson I will prepare other tasks for lowly - motivated students.





    APPLICATION
    Материалды жүктеу (Скачать)
    Авторы:
    Елтузерова Ғазиза Рахманқұлқызы
    Жарияланған уақыты:
    2020-03-24
    Категория:
    Шет тілі
    Бағыты:
    Ашық сабақ
    Сыныбы:
    7 сынып
    Тіркеу нөмері:
    № C-1585062582