Long-term
plan unit:
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School:
School-kindergarden after named
Abay
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Date:
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Teacher name: Yespolova
Zh.S.
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Grade: 8
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Theme of the
lesson: “Our world”
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Learning
objectives that this lesson is contributing to
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8.L 1 understand with
little or no support the main points in extended talk on a topic “Our planet
- Earth”
8.S 7 use appropriate
subject – specific vocabulary and syntax to talk on a topic “Our planet -
Earth”
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Lesson
objectives
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Learners will be
able to:
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All learners
will be able to:
Understand
key words, sentences on
the topic
“Our planet - Earth”.
Most learners
will be able to:
Use
key vocabulary and understand meaning of a text “Our
planet - Earth”
Some learners
will be able to:
give
own opinions, do predictions and speak intelligibly on a topic “Our planet -
Earth”
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Level of
thinking skills
Assessment
criteria
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Knowledge,
comprehension and application
·
Listen
and understand essence of the text
·
Speak
correctly and do tasks
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Value
links
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Lifelong
learning
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Cross-curricular
links
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World
cognition, Biology and Geography
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ICT
skills
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Using
videos & pictures, Teacher support sites, slide shares
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Plan
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Planned
timings
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Planned
activities
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Resources
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Beginning
5 mins
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Teacher greets students; students
respond to greeting and take their places.
Warming up
Teacher asks students “How are you?”
to find out their mood at the beginning of the lesson; students choose one of
the smiles they see on the slide and answer the question
- Teacher introduces lesson objectives
and criteria to the students.
- Students watch a video “Whole world” and
follow the instructions, sing together.
Very good! Thank you! Take your seats…
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PPP
slide 1 (picture)
Video
1https://www.youtube.com/watch?v=ALcL3MuU4xQ
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Middle
30mins
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Whole class
activity:
- engaging
the learner and encouraging speaking through questions
Teacher
asks questions about video “Whole world”:
1. What
about this video?
2. What
words have you heard in this video?
Students
asks questions about video.
Good of
you!
Teacher
asks synonyms of the word “World” then divide students into three group
according to the synonyms: World, Earth, Planet
- nominate
students and elicit target vocabulary by means of showing flashcards: world,
human, plants, trees, continents, sea, ocean, lands, countries, mountains,
cities, ground, animals, forests, desserts.
- Teacher
reads new vocabulary and give instructions to the students
-Students
repeat key words after Teacher in chorus then individually
- Teacher
stick flashcards in different order and remove flashcards one after another
- Students
brainstorm words with flashcards and say hidden words
Well done!
Teacher
read the text “Our planet - Earth”. Students listen the text. After Teacher
give tasks for students according text.
Formative
assessment:
- hand out
worksheets for matching activity
- set a
time limit of 5 minutes; monitor students’ progress
- students
matching and that they’ll have 7 mins for this task
- go around
the class, monitor and assist if necessary
- in 12
mins collect the papers for further assessment; give students praising
stickers for their work.
- Match
a word from the left column to make a collocation related to the text
A B
a tiny small or little
to blame
trend
fertilizers
emit
recycle
pressure
Put these phrases in the correct place on the
timeline of an investigation below:
The planet Earth is only a tiny part of the
universe.
Excellent!
Our planet (craft activity)
- introduce students
to the idea of creating posters
- students do a
poster
- after students
defend posters
- go back to the criteria and identify
where the students are in terms of achieving lesson objectives:
“Thumbs Up” if you think you understand
“Thumbs down” if you feel you have
questions.
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Sheets
of papers
Flashcards
Text
“Our planet - Earth”
FA
worksheets
Posters
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End
5 mins
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Reflection
Ask students to
look at criteria they set at the beginning of the lesson and think and say
what they did well in the lesson and what needs improvement.
Good
bye song
Students sing a
good-bye song and dance
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Video
2
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge the more
able learners?
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Assessment – how
are you planning to check learners’ learning?
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Cross - curricular links
ICT links
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Less
able students – greater support by
means of prompts, visuals or speaking difficult words
More able students
–
independent work on listening and speaking tasks with little/no support
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·
Set
a time limit of 5 min. And monitor students progress
·
Students
matching and that they’ll have 7 min. for this task
·
Go
around the class monitor and assist if necessary
·
In
12 min. collect the papers for further assessment, give students prising
stickers
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· Work
with the SMART board
· Use
markers for posters
· Flashcards,
videos
· Biology,
Geography
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|
|
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Our Planet - Earth
The planet Earth is only a tiny part of
the universe, but it's the only place where human beings can live.
Today, our planet is in serious danger.
Acid rains, global warming, air and water pollution, over population are the
problems that threaten human life on Earth.
Who is to blame for the disaster? The
answer is simple: all of us. Our forests are disappearing because they are cut
down or burnt. If this trend continues, one day we won't have enough oxygen to
breath.
The seas are in danger. They are filled
with poison: industrial and nuclear waste, chemical fertilizers and pesticides.
The Mediterranean is already nearly dead; the North Sea is following. The Aral
Sea is on the brink of extinction. If nothing is done about it, one day nothing
will be able to live in the seas.
Every ten minutes one kind of animal,
plant or insect dies out for ever. If nothing is done about it, one million
species that are alive today may soon become extinct.
Air pollution is another serious problem.
In Cairo just breathing the air is dangerous — equivalent to smoking two packs
of cigarettes a day. The same holds true for many Russian cities. Factories
emit tons of harmful chemicals. These emissions have disastrous consequences
for our planet. They are the main reason for the greenhouse effect and acid
rains. An even greater threat are nuclear power stations. We all know how
tragic the consequences of the Chernobyl disaster are.
Fortunately, it's not too late to solve
these problems. We have the time, the money and even the technology to make our
planet a better, cleaner and safer place. We can plant trees and create parks
for endangered species. We can recycle litter. We can support green parties and
put pressure on those in power. Together we can save the planet and all of us
with it.
Good morning dear trainer, representative
and collegues! My name is Zhansaya surname is Yespolova. According subject
program I planned to choose grade, unit and theme of my lesson. As you see on
my presentation… Learning objectives that my lesson is contributing to
speaking and listening abilities.
For my Next step I have chosen lesson
objectives that develop learners abilities and level of thinking skills. For
productions lesson and learning objectives I used Piter Druker’s
SMART criteria (1954):
Specific – конкретная I specified my
objectives Measurable – измеримая I measured it with
assessment criteria Achievable – достижимая I achieved my lesson and learning
objectives through 5 criteria Realistiс – реалистичная I used it in
practice Timed - определенная по времени I timed my lesson
and gave time learners to speak, to do tasks, to think, to create and assess
each other.
In
terms the teaching and learning of English, and the learning of languages in
general, active learning is demonstrated by a range of different types of
activity where learners are engaged in a range of engaging physical and
cognitive active activity task frameworks. In active learning I used methods of
Collaborative learning, Regrouping, multi-media presentations, guided-discovery
tasks and modeling.
I
structured group work that Improves learners interpersonal
and communication skills, Improves acquisition of information and
higher-level thinking skills also break
down barriers between learners. I regrouping learners According
synonyms of a word “World”. This method gives my learners determine theme of my
lesson and distinguish synonyms of a word “World”. In Multi-media presentations
I used Video “Whole world” which involves learners to develop of research, ICT
skills and give own opinions. Grammar gaming where my learners are required to
use target language in the Flashcards. I planned this task for extend
the vocabulary and show link between theme “Our world”. Guided-discovery tasks creates the
conditions for my learners to discover a language rule or pattern for
themselves. According Text “Our planet - Earth” my learners develop listening
skill, discuss and expands the horizons. In Craft activity “Our planet” my
learners develop creative thinking skills, share with each other’s ideas, to design,
to comment on other group’s opinion, to generalize theme and to present wall
poster. In modeling I exposes learners to the content
of the topic “Our planet – Earth ”and expert thinking simultaneously, also
stimulates reflection on the processes of Matching
phrases. I plan this task for found and sort out specific words, phrases from
text, explain connections between words and phrases.
In accordance
criteria based assessment, I find out my learning objectives for speaking and
listening skills.
In order to improve speaking
and listening skills
I divide learners levels for all, some and most. We know that all Learners’
progress will be assessed in two ways: Formative Assessment (FA) and Summative
Assessment (SA). For Formative Assessment I’ve chosen peer assessment and
pointed assessment criteria to prove each other’s work. After each task I gave
them praising stickers for All learners when they spoke key words
or sentences on the topic “Our planet-Earth”, for Most learners when they Use
specific vocabulary in the their speech or understand context, general idea of
a text “Our planet-Earth”,
for Some learners when they Give own worldview, do predictions for
the future themselves and speak with grammar-lexical structure on a topic “Our
planet-Earth”.
After I returns
an criteria and identify where my learners, in terms of achieving lesson
objectives they showed “Thumbs Up” if learner think understand “Thumbs down” if
learner feel have some questions. This feedback useful Check class
understanding of what we are teaching. At the end of the lesson
I have done reflection. I Asked learners to look at criteria they set at the
beginning of the lesson and think a little and say what they did well in the
lesson and what needs improvement. This reflection useful to motivate, to
encourage and to raise their levels of thinking skills.
Differentiation means different learning
differently. In evidence I distinguish my learners by support, by assessment
criteria, by tasks, by outcome and by learning styles.
Less able students
– greater support by means of prompts, visuals or speaking difficult words. More
able students – independent work on listening and speaking tasks with little/no
support.
For Less able learners I helped with greater
support through modeling words, showing flashcards, giving examples, repeating
difficult words. For more able learners I helped with little or no support
through sharing ideas, giving opinions or doing predictions on a topic “Our
planet - Earth” and listening text, video or matching phrases. In
Differentiation by assessment criteria my Learners will be able to listen video
“Whole world” or text then understand some specific information, words, phrases,
main points of the text “Our planet – Earth” and give opinions, comments, speak
new vocabulary correctly and do craft activity, matching task according text
“Our planet-Earth”. In Differentiation by task
According to the video “Whole world ” and flashcards
all learners will be able to listen ,understand new vocabulary
According to the text “Our planet- Earth”
and matching task most learners will be able to understand meaning , make
collocation related to the text
According to the craft activity “Our
planet” some learners will be able to do predictions, give own opinions.
In Differentiation by outcome
FA worksheets: give learners praising
stickers for motivation
“Thumbs up”/ “Thumbs down” for checking my
lesson
What they did well…/ What needs improvement….
For checking learners progress
According Learning styles
For my audio
learners:
classroom
discussions on a video “Whole world”, divide and work in three groups
“World/Earth/Planet”, to ask questions on a video “Whole world”
For my visual
learners:
flashcards and
video “Whole world”, give learners time to sketch out ideas on a wall poster
“Our planet”, use of coloured markers, pens or type of water-based paint
For my
Kinaesthetic learners:
watching video
“Whole world”, listening to explanations of flashcards, use flashcards for
noting and sorting ideas, learning by doing, not just sitting.
The
Importance of micro-teaching
We improving the
pedagogical skills of English language in the context of the updated curriculum
and the introduction of the system of criteria-based assessment.
Teachers will
know and understand:
the structure of
the curriculum and associated course plans, the content and progression of the
curriculum, the purpose and layout of all documentation associated with the
curriculum and its delivery, the model for assessment to be used with the
curriculum, the appropriate pedagogy associated with the curriculum.
Criteria-based assessment
Teachers will use the results of
formative and summative assessments in order to provide feedback to learners
and to inform their parents on their child’s academic progress. I think Criteria-based
assessment is
very useful to teach English because learners and parents see their children’s
progress, levels and Teachers can prove their works
Influence of micro-teaching
In micro teaching we are familiarized with
handouts, handbook for teachers, subject programmes, CLIL book, assessment and
lots of English evaluation activities. Also We do classroom activities, give
own point of view, do predictions, do craft activities, make a poster, note
sessions and work in groups.
We use criteria in our lessons and show it
in practice to raise students levels, skills and quality of English subject.
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