Space and Earth

LESSON: Unit 4 Space and Earth

Theme: Space and Earth

School:41 secondary school

Date:

Teacher name: Balgynbaeva A.B

CLASS: 7

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.UE10. use structure to be going to and future simple on a growing range of familiar general meaning on topic Space and Earth

7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topic Space and Earth

7.S6 communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges

Lesson objectives

All learners will be able to: understand most specific information and differences between structures to be going to and future simple in the speech

Most learners will be able to: communicate meaning clearly and make the simple sentences

Some learners will be able to: use structure to be going to and future simple in the speech and make the dialogue correctly

Assessment criteria

Understand most specific information and detail of supported

Use the new structures in the sentences correctly

Make the dialogue with new structures

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills, analysis

Previous learning

2-3 min.

Activity.

Make the sentences with using Future Simple(affirmative, negative ):

What do you think life will be like in 100 years’ time? Compare with a partner. Use the words from previous lesson.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

4-9 min.

Pre-teaching

Activity 1

Children. Listen the sentences. Identify the differences between sentences.

Teacher. Read these sentences again.

Children. Listen the sentences again and attentive on the structures. Do analysis and divide in to sections.

Teacher. Lead in new theme: What differences between structures?

Children answer.

Interactive board

Video

Poster with picture and these sentences

Middle

10-15 min.

16-26min.

2 min.

29-39min.

Activity 2

Teacher. Divided in to the groups. Make the sentences according to the form.

Use «Jigsaw puzzle»

Children. Make the sentences using the structures correctly.

Descriptor. Understand the differences of the structures through making the sentences.

Check yourself the sentences. (formative assessment: List with I can, I can not)

Activity 3

Teacher Asks leaners listen the text.

Children listen the text «Our planet» twice. Fill the gaps and answer the questions. Glue the structures in the sentences.

Work in the small groups.

Descriptor. Understand the specific information with using the structures of the future and answer the questions.

Check the sentences themselves.

(formative assessment: cads Well done (no mistakes), Good (1-2 mistakes), So-so (more than 3 mistakes)

BREAK. Lexical drill. Using -ing in the words.

Activity 4

Teacher says. Use the structures and make the dialogues. Use the game «Traveling on other planet». Demonstrate these dialogues in small group.

Teacher with strong learners shows children the model of dialogue.

Children work in the small groups. Make the dialogues and demonstrate.

Each group demonstrate the dialogue and check other group.

Descriptor. Make the dialogue and demonstrate the ability to use future forms.

(formative themselves assessment : dialogue rubric)

Cards with sentences

Cads of structures, text, glue

CDs

Interactive board, graphs

Lists for assessment

End

40-45 min

Teacher asks learners:

What new structures did you know on our lesson?

What should you did on lesson?

What was difficult for you on the lesson?

Learner. Take the lists and mark (V or X )

I can do it without mistakes. I can help others.

I can do it by myself. I make little mistakes.

Sometimes I need help. I starting to understand.

I can not do it by myself. I do not understand yet.

Cards with reflection

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

Values links

Weak students do activities 2(compare the sentences),3(using structures),4 (make the dialogue with support).

In activities 3(using the structures and answer the questions) 4 strong students can add more information, demonstrate the dialogue .

Check yourself through formative assessment: List with I can, I can not .

Check themselves through formative assessment: cads Well done (no mistakes), Good (1-2 mistakes), So-so (more than 3 mistakes) , dialogue rubric.

Biologue, Phisics: developing vocabulary range to communicate knowledge of ecological problems; looking at the picture of the space and interpreting information on it.

Breaks and physical activities used