CLIL технологиясын пайдала отырып биология сабағында IELTS емтиханына дайындық жүргізу
Абдукаримова Анар
CLIL – өзге тілде пәннің мазмұнын және тілді меңгеруге мүмкіндік беретін екі жақты білім беру тәсілі.
Short-term lesson plan
| Nazarbayev Intellectual school of physics and mathematics in Aktobe | |||||||||||||||||||||||||||||||||||
| Subject: Biology | Teacher name: Anar Abdukarimova , Joanne Brown | ||||||||||||||||||||||||||||||||||
| Date: | Grade:11 | Number of students: | |||||||||||||||||||||||||||||||||
| Long-term plan unit | 11.1A Ecology and the impact of human activities on the environment | ||||||||||||||||||||||||||||||||||
| Theme of the lesson | Ecology, environmental and conservation | ||||||||||||||||||||||||||||||||||
| Previous learning | Biosphere, ecosystem, population: G6, G7, G8, G9, G10
The influence of human activities on the environment: G6, G7, G8, G9, G10 |
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| Learning objectives | 11.3.2.2 study and suggest possible solutions to environmental problems in Kazakhstan | ||||||||||||||||||||||||||||||||||
| Lesson objectives | Environmental issues of the Republic of Kazakhstan and the way of their solutions. | ||||||||||||||||||||||||||||||||||
| Assessment criteria | Students should understand study possible solutions to environmental problems in Kazakhstan | ||||||||||||||||||||||||||||||||||
| Language objectives
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Draw learners’ attention to the academic language required for reaching the subject learning objectives.
Harbour , Cotton , Dam, Genetic disorders, Foetus, Pesticides, Tuberculosis, Irrigation, Bronchitis, Pollution, Mining, Uranium |
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| Value links | Honesty, cooperation, tolerance, trilingualism, health, respect, responsibility and lifelong learning.
Health Mystery of Kazakhstan sleeping sickness solved, says government https://www.theguardian.com/world/2015/jul/17/mystery-kazakhstan-sleeping-sickness-solved Global citizenship Air Pollution Becoming a serious Global Health Issue http://www.iflscience.com/environment/air-pollution-becoming-serious-global-health-issue/ |
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| Crosscurricular links | Subject | Stage | |||||||||||||||||||||||||||||||||
| GP.
Chemistry |
Task 1-7
Task 1-7 |
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| Differentiation | High ability student sit with low ability student
3.80.3 video Aral Sea and Semey Listening Section A questions 1-10 low ability: Section B,C medium ability and section D high ability |
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| ICT skills | Using laptops for researching information, video, quizlet | ||||||||||||||||||||||||||||||||||
| Health and safety | Bags tucked neatly under tables to avoid anybody accidentally tripping up.
Ensure that students wear lab coat and safety goggles during any practical activity. |
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| Lesson procedure
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| Planned stages | Planned activities
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Resources | |||||||||||||||||||||||||||||||||
| Beginning
min 2 min |
Task 1
4. 80.3 Kazakhstan environmental problems PPT What is the topic today? Lesson objective up on board and discussed Study and propose possible solutions to environmental problems in Kazakhstan
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https://quizlet.com/204624302/114-c-ecology-definitions-flash-cards/
Slide 1 |
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| Middle
5min
3 min
25 min
15min
15min
10min
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Task 2
Vocabulary 4.Vocabulary Kazakhstan environmental problems Cut up worksheet, students match terms with the definitions
Peer assessed
Task 3 Practice IELTS Exam The section are as follows: 1.Listening 2. Reading 3. Writing 4. Speaking
Task 4 Listening 4.80.3 video Aral Sea and Semey Listening worksheet Give the students the work sheet and follow the instructions Play the 2 videos and stop it at certain sections
Peer assessed
Task 5 4.80.3 reading_coal mining_-_multiple_choice Reading Students read through the worksheet and answer the questions
Self assessed
Task 6 4.80. 3. Speaking test Kazakhstan Speaking Student are given individual cards and work in pairs. One acts as the examiner the other as the student. Then they change roles.
Peer assessed
Task 7 4.80. 3 graph uranium Writing test Writing Students are given writing test
Self assessed
Task 8 Concept checking questions if time allows |
https://quizlet.com/206989297/114c-pollution-flash-cards/
4.Kazakhstan environmental problems vocabulary
4.80.3 Kazakhstan environmental problems ppt 4.80.3 Kazakhstan environmental problems ppt
video 4.80.3.Ships Cemetery Aral Sea Dead Zone of Poisoned Pollution
video 4.80.3.Kazakhstan Nuclear Testing Aftermath
4.80.3 video Aral Sea and Semey Listening worksheet
4.80.3 reading_coal mining_-_multiple_choice
4.80. 3. Speaking test Kazakhstan
4.80. 3 graph uranium Written test
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| End
5min reflection |
At the end of the lesson, learners reflect on their learning:
— What has been learned — What remained unclear — What is necessary to work on Assessment – how are you planning to check students’ learning? Task 2. Peer assessed Task 4. Peer and Teacher assessed Task 5. SelfTeacher assessed Task 6. Peer assessed Task 7. Self and Teacher assessed
— provide constructive feedback on each stage completion in a form of self-assessment, peer assessment or teacher assessment.
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| Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? 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 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: |
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