Planets
Английский язык
Класс:
7 класс
Раздел:
Space and Earth
Тема:
Planets
27.12.2019
117
2
| Learning objectives(s) | R1. <b> </b>Understand the main points in text on a limited range of unfamiliar general and curricular topics. L5. Recognize the opinion of the speakers in supported extended talk on a range of general and curricular topics. C10. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world. S6. Begin to link comments with some flexibility to what other say at sentence and discourse level in pair, group and whole class exchanges. C5. Use feedback to set personal learning objectives <br> |
| Lesson objectives | <p> All learners will be able to identify the main idea in the text</p><p> • Most learners will be able to make a conversation to each other according to the topics</p><p> • Some learners will be able to prepare presentation on the given topic <br></p> |
| Assessment criteria | <p>* Identify the main idea in reading passage </p><p>* Identify the position of speakers in an extended talk with some support </p><p>* Consider different perspectives on the world orally or in a written form</p><p> * Interact in a pair, group and a whole class work presenting logically connected information with ideas of other people</p><p> * Consider classmates’ advice and set personal learning objectives based on their feedback <br></p> |
| Level of thinking skills | Application, higher order thinking skills |
| Value links | Economic growth based on industrialization and innovation |
| Cross-curricular links | Physics |
| Previous learning | Learners already know new words about space and earth, they should know facts about planets |
Ход урока
| Этапы урока | Запланированная деятельность на уроке | Ресурсы |
|---|---|---|
|
Beginning ((5 minutes)) |
<p><b>Greetings. </b></p><p>Good evening, my dear pupils! -Who is on duty today ? -Who is absent? -What date and what day is it today? </p><p><b>Lead in : </b> Learners are given chocolates with names' planets. They must say compliment to other pupil. Example: You are like Neptune, so fantastic. Teacher divide class into two groups: moon and sun.</p><p>Do you want to travel to space? Then put on your spacesuits. </p><p> Now look at the screen and watch the video. </p><p> Answer the questions. -What have you known about Space? </p><p>-What have you known about Earth? </p><p>How many planets are there? Name them. </p><p> - What is the biggest planet? </p><p>- What is the smallest planet?</p><p> - Who was the first person in space? </p><p>- Who was the first human to walk on the Moon? </p><p>- What do you know about Baikonur Cosmodrome? </p><p> <b>- Introducing the lesson objectives </b></p><p>Determines together with learners the learning objectives, the assessment criteria </p><p>-First, in our lesson, you will talk about the planets. Second, you should use comparative and superlative adjectives. <br></p> | Cards, pictures |
|
Middle ((20 minutes)) |
<p><b>Vocabulary (W)</b> </p><p>TPR: listen, watch, imitate. Teacher introduces new words. Learners listen to teacher and repeat after the teacher. </p><p>Listen Task 2 <b>While- reading</b> Read and understand the text. </p><p> Text about planets </p><p>Which things in the text impressed you? </p><p>Write a few sentences. </p><p> Read your sentences to the class. </p><p><b>Descriptor </b></p><p>• Reads the text </p><p>• Suggests some ideas and listens to the others </p><p>Task 3 <b>Post- reading </b> </p><p>Read the text again and, for questions 1-4, choose the correct answer A,B and C with method «Multiple choice» </p><p>1. What is the writer doing in the text? </p><p>A. Describing space exploration </p><p>B. Telling us why we go into space </p><p>C. Encouraging us to become astronauts </p><p>2. What does the writer say in paragraph 2? </p><p>A. Mars is too far away on </p><p>B. It is easier to explore Mars than other planets. </p><p>C. Mars is similar to Jupiter </p><p>3. What does the writer suggest in paragraph 3? </p><p>A. Only robots can survive on Mars. </p><p>B. Lots of countries are interested in Mars. </p><p>C. Scientists are already on Mars. </p><p>4. Why does the writer say «It won’t be easy» in paragraph 4? </p><p>A. Astronauts do not want to go to Mars. </p><p>B. Only one astronaut can go to Mars. </p><p>C. The mission will take a long time. </p><p><b>Descriptor </b></p><p>• Chooses the right answers </p><p>Task 4 Listen to a radio show about the solar system and mark the sentences as T (true) or F (false) </p><p>1. The Sun is bigger than the planets. _ _ _ _ </p><p>2. The Earth is the only planet with ice on it _ _ _ _ </p><p>3. There are strong winds on the outer planets _ _ _ _ </p><p>4. Jupiter has moon a moon with ice on it _ _ _ _ </p><p>5. All the asteroids are small ---------- </p><p> <b>Descriptor</b> </p><p>• Writes sentences True and False next to the sentences </p><p>Task 5 To prepare a presentation on the solar system. </p><p>Explain your presentation to the class. </p><p> <b>Descriptor</b></p><p> • Prepares presentation on the given topic </p><p> • Illustrats the ability to express ideas clearly; <br></p> | Formative assessment sheet |
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End ((5 minutes)) |
<p><b>Reflection (I)</b> </p><p>Sun-I liked and learned something new </p><p>Eclipse of the sun-I need some practise </p><p>Black hole-I didn't understand the lesson. </p><p> Learners should fill this sticker with words that explain what they have learnt during this lesson. Teacher asks questions according the learners’ words. <br></p> | Picture, IWB |
Дополнительная информация
<p>Differentiationcan be achieved through thes election Use this section to record the techniques that Health saving technologies.<br></p><p>of activities, identification of learning outcomes for a certain you will use to assess what the learners have Using physical exercises and active activities.<br></p><p>student, provision of individualsupport to learners, learned during the lesson.</p><p>selection of learning materials and </p><p>resources based on the individual abilities of </p><p>leaners (Theory of Multiple Intelligences by Gardner).<br></p>
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