The steppe: a golden treasure

Short term plan

 

Алматы қаласы Алмалы ауданы

КММ №34 гимназиясының ағылшын тілі пәнінің мұғалімі

Темірбек Айнұр Ерланқызы

урок английского языка в 8 классе на тему « The steppe: a golden treasure«

8.1A The steppe: a golden treasure

Term 1   Unit 1

School: №34
Date: Teacher’s name: Temirbek A.E
Grade: 8 Number present: Number absent:
Learning objectives that this lesson is contributing to 8.1.9.1 – C9 use imagination to express thoughts, ideas, experiences and feelings

8.1.8.1 – C8        develop intercultural awareness      through reading and discussion

8.4.2.1 – R2        understand specific        information and detail in texts on a growing       range of familiar     general     and curricular             topics, including                some extended texts         of familiar     general     and curricular             topics, including                some extended texts

8.4.8.1 – R8 use familiar and some unfamiliar paper and digital         reference resources      to      check meaning         and     extend understanding

8.3.3.1 – S3 give an opinion at discourse level on a range of general and curricular topics

Lesson objectives All learners will be able to:

listen and read for gist and for specific information.

Most learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases.

Some learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe.

Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats, the steppe
Language objectives Subject specific vocabulary related to global issues
Value links Solutions to global issues, natural disasters and global citizenships
Cross curricular links Global issues
Previous learning Subject specific vocabulary related to global issues
Use of ICT Projector, tape-recorder, interactive whiteboard
Intercultural awareness Accept the diversity of global issues
Kazakh culture Discuss global issues in Kazakhstan
Pastoral Care ·        Student centered teaching: respect, support and scaffolding;

·        To create a friendly atmosphere for collaborative work.

·        Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings Planned activities Resources
Introduction

 

 

 

 

5 min

Teacher greets learners and asks them lead-in questions

Teacher tells the students the objectives of the lesson

The objectives of the lesson are to introduce the topic; to listen and read for gist; to read for specific information; to consolidate information in a text and give an opinion.

Home task checking

 

 

 

 

 

 

Blackboard

Main part

 

2 min

 

 

 

 

 

 

 

 

 

3 min

 

 

 

 

 

 

 

10 min

 

 

5 min

 

 

 

 

 

 

 

 

 

 

7 min

 

 

 

 

 

 

 

 

 

10 min

Topic presentation

Teacher asks Ss to look at the pictures and then imagine they are there on the steppe.   Asks various Ss to describe to the class what they can see and feel using their imagination.

Suggested Answer Key

I can see the big blue sky above me and the wide, open grassland of the steppe in front of me. I feel alone.

Reading

Pre-reading: Teacher asks Ss to read the title and elicits Ss’ guesses as to why the steppe is important to the Kazakh people according to the author. Plays the recording. Ss listen and follow the text to find out.

Answer Key

The steppe is important because it is a treasure of natural resources and provides everything for Kazakhstan’s cities.

While-reading: Teacher refers Ss to the Word List to look up the words in the Check these words box. Gives Ss time to read the text.

Post-reading: Teacher explains the task.  Allows Ss time to read the statements and then read the text again and complete the task.  Checks Ss’ answers.

Answer Key

1   F             2   T             3   T            4   F            5   DS          6   T             7   F            8   DS

Vocabulary consolidation

Teacher allows Ss time to look up the meanings of the words in bold in the text in their dictionaries or in an online dictionary.  Elicits definitions from Ss around the class.

Answer Key      

harsh (adj): severe, difficult     

drop (v): to fall suddenly

habitat (n): the place where an animal/plants grows/lives       

endangered (adj): at risk      

pollution (n): the presence of sth which has harmful/ poisonous effects on the environment

Opinion share

Ss discuss in pairs what they found interesting in the text and compare opinions.  Teacher asks various pairs to report back to the class.

 

 

SB, p. 6

 

 

 

 

 

 

 

 

SB, p. 6 ex.1

Class CD

 

 

 

 

 

 

 

SB, p. 6 ex.2

 

 

SB, p. 6 ex.3

 

 

 

 

 

 

 

SB, p. 6 ex.4

 

 

 

 

 

 

 

 

 

 

 

SB, p. 6 ex.5

 

Reflection

 

 

3 min

Home task: WB, pp.4-5 ex. 3-5

WB, Language Review 1a

Assessment:

Teacher evaluates Ss according to the criteria on the board.

Feedback:

Teacher throws the dice and Ss answer the questions.

 

 

 

Posters and sticky papers

 

Dice

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? Critical thinking

 

More support:

·        Provide less able learners with the names of global issues, their definitions and translations.

·        Allow thinking time.

More-able learners:

·        Encourage students to use previously learned vocabulary.

·        Try to justify their opinions while labelling or making any choice.

Oral formative assessment Critical thinking on this lesson lies in sharing opinion about the text.
Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson?

1:

2:

 

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