Fantasy World the world around us

LESSON: Unit 7: Fantasy World

Finding out and talking about environmental problems and suggesting solutions

School: №10

Date:

Teacher name: Kaldybekova.A.B

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L4 understand the main points of supported extended talk on a range of general and curricular topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.W8 spell most high-frequency words accurately for a limited range of general topics

Lessonobjectives

All learners will be able to:

• Understand the meanings of the new words ( 7 out of 10)

• Practise a dialogue about environmental problems

• Complete the dialogue with the missing words (8out of 12)

Most learners will be able to:

• Pronounce the new words accurately (10 out of 12)

Some learners will be able to:

• Pronounce and spell the words accurately (12)

Languageobjectives

Nature related vocabulary

Valuelinks

Respect, Academic honesty

Crosscurricularlinkslink

Geography

ICT skills

Projector or Smart board for presenting a video

Previouslearning

Plan

Plannedtimings

Plannedactivities

Resources

3 minutes

7 minutes

Greeting

Setting the aims of the lesson

Pre-learning

Learners watch and read information about anideal world in web link. They write down words they remember on the white board.(I)

Teacher distributes worksheet with the list of key words and students tick those they remembered. (I)

PPT (slide 2)

http://learnenglishkids.britishcouncil.org/en/short-stories/planet-earth

Appendix 1

Middle

10 minutes

3 minutes

12 minutes

7 minutes

Vocabulary

Teacher presents the transcription of some words from the list and explains the meaning of unknown words by giving definitions or examples

Students make notes on their copy books (W)

Teacher asks the students to put the words and phrases into the correct box (forest, oceans, The Arctic and Antarctic, rivers) (P)

Students watch the video again and check each-other’s answers

Skill: Speaking (Disappearing dialogue)

Teacher presents a dialogue between two students who are talking about the planet.

Students practise the dialogue several times on the first slide and after follows the slides with less words one after another. Students should remember the words from the previous slides. (P)

Differentiation

Teacher encourages more able learners to read the dialogue on the last slide with more missing words.

Skill: Writing (FA)

Teacher distributes the dialogue in worksheet with some missing new words and students fill in the gaps with the necessary words

Assessment criteria

To fill in the gaps with the correct word (at least 8 out of 10)

To write the words with correct spelling (at least 7 out of 10)

Peer assessment is done

Appendix 1

PPT (slide 3)

PPT (slides 4,5,6,7)

Appendix 3

End

3 minutes

Reflection

At the end of the lesson, T asks the students to assess the lesson using a technique one star and a wish. The teacher asks the students about the most difficult things they have faced during the lesson

Additionalinformation

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?

Health and safety check
ICT links

More support:

Allow thinking time.

Create mixed-ability groups for part of the discussion.

Offer differentiation by support.

• The S-s will be assessed by their answers at the lesson.

• Has got the values links

Learners work in pairs, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for Grade 10 English.

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:

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