|Term 2. Unit 4. Space and Earth (Content with language)||School:|
|Date:||Teacher’s name: Gaziza Yeltuzerova|
|CLASS: 7||Number 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|
|Lesson objectives||All learners will be able to:|
|Most learners will be able to:|
|Some learners will be able to: |
|Language objectives||Tricky, at least three, weak, size, alone, a crew, a spacecraft, space suits and to breathe.|
|Value links||Developing students responsibility on the roads and social skills|
|Cross curricular links||Geography, astronomy|
|ICT skills||Active board|
|Planned timings||Planned activities||Resources|
| 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.
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.
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
Slides 8 - 9
|Reflection T asks a few questions to conclude a lesson:|
|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.|
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.