Earth and our place in it
Английский язык
Класс:
9 класс
Раздел:
Earth and our place in it
Тема:
Earth and our place in it
05.12.2021
0
7
| Цели обучения (ссылка на учебную программу): | <p>9.C6 organise and present information clearly to others </p><p> 9.S3 explain and justify their own point of view on a range of general and curricular topics </p> |
| Цели урока: | <p>All learners will be able to: </p><p> Listen and read for gist, read for specific information, use topic related vocabulary </p><p> Most learners will be able to: Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module, </p><p> Some learners will be able to: Listen and read for gist, read for specific information, use vocabulary about city life and country life in different exercises </p> |
| Языковые цели: | Use the Present Simple Tense, specific phrases and vocabulary |
| Ожидаемый результат: | Learners have met this learning objective if they can: - complete the tasks (90 %);talk on the topic using learned vocabulary |
| Критерии успеха: | Learners have met the learning objective if they can: talk about city life and country life |
| Привитие ценностей: | Value of environment. Teamwork: Ls will work well together in pairs/ groups showing respect and being polite with each other. |
| Навыки использования ИКТ: | Projector or Smart board for presenting a video |
| Межпредметная связь: | Asking questions about different plants in Kazakhstan |
| Предыдущие знания: | Learners were introduced the topic of plants on the previous lesson. This lesson is focused on teaching plant parts and plant growing. |
Ход урока
| Этапы урока | Запланированная деятельность на уроке | Ресурсы |
|---|---|---|
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Начало урока (1 - 7 minutes) |
GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. What’s in this module? Read the title of the module Earth and our place on it and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding. | Recording Video |
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Середина урока (6 - 30 minutes) |
Vocabulary The teacher writes the word “environment” on the board, clarifies its meaning if necessary and asks the learners to write their associations allowing some time for them to think. Differentiation: To help less able learners make their contribution, explain that words like “tree”, “river” are also connected to the topic. The teacher presents new words using the slides. Learners write them down in the table. The teacher asks learners to think of a solution for each problem and write it in the same table. Differentiation: To help less able learners, show slide 10 for them to select solutions and match them to the problems. To practise new vocabulary Draw Ss’ attention to the pictures (A-F) and elicit what they show. Monitor the activity around the class and then ask various Ss to tell the class. To identify compound nouns. Elicit the compound nouns from Ex.1 from Ss around the class Car park, shopping mall, department store To personalize the topic Ask various Ss around the class to use the words given to describe the places where they live. Suggested answer key: I live in a city. There are skyscrapers, shops but there aren’t any fields, woods or farms. I live in a town. There are shops, squares, parks and block of flats but there aren’t any factories or skyscrapers. I live in the country. There are fields, woods and a river but there aren’t any shopping malls or skyscrapers. Speaking The learners work in pairs and discuss the solutions to the problems. The teacher may focus the discussion either on the issues that are important for Kazakhstan or on international environmental issues. Formative assessment: The teacher monitors and keeps track of good ideas and examples of language use and common mistakes. The teacher comments on the good ideas and examples of language use and common mistakes eliciting ways to correct them from learners. | https://www.engvid.com/past-simple-past-perfect/ |
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Конец урока (5 minutes) |
REFLECTION The teacher throws a ball and asks learners to share what was useful, what was difficult, what is worth remembering. Hometask: Learners record the weather for the week. Ask them to copy a table into their notebooks (you might want to put today’s or tomorrow’s day as the first day) Saying goodbye | |
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Рефлексия (2 minutes) |
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? |
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