LESSON: Unit 7.
It’s a wonderful World
Teacher name: Kuzenbayeva A.I
CLASS: 7 B II
All learners will be able to:
understand important causes of environmental problems and some
Most learners will be able to:
extend their understanding of lexis connected to landscape and
Some learners will be able to:
take notes and retell information to others
Ss could know talk about environment, show their attitude and ideas on the theme
Planned activities (replace the notes below with your planned activities)
Warm up activity
- Greet pupils, saying Hello/ welcome as they come into the classroom.
Play What A Wonderful World poem verse video for the class. Ask them to listen to it attentively and try to catch the main idea.
- Activity 1.
Discuss with the class: How did you feel when listening to this video? Did you understand the lyrics? What makes a wonderful world? What are people doing? What things do you see?
- Activity 2.
Last time we have learned about environment and landscape. Today we’re going to have a finishing lesson, which is dedicated to environment. I want to check your home tasks, you have a specific task to draw a picture on the theme “How I see future environment” if everything will go on without any change. I want you to give your own opinions and ideas on your pictures.
Very good! Thank you for your caring about nature and looking at all adequately.
- Activity 3.
Next, let’s revise the previous vocabulary and have fun playing a game “4 pictures 1 word”
- Activity 4. Read
We come up to the reading part of our lesson. Here’s the text. Let’s read it first then we’ll do task on it.
- Activity 5. Speak.
Look at text again and try to do next tasks
What kind of rare animal we can find in Aqsu Zhabaghly?
The second name of Burabai
How Kazakhs call Okzhetpes?
Who reminds Zhumbaktas?
What you can say about Konyr aulie or holy cave in bayanaul?
- Activity 6.
Students create a landscape “memory map,” indicating areas of significance to them in their town/area/county, marking and annotating the landmarks with memories/explanations
- This map highlights the students’ connection to place by asking them to think about specific areas or landmarks within their region that have a personal significance. It might be the field behind their house, the town green, a local mountain, etc. The map should include at least 6 places in their town/area/county that are important to them in some way.
- To indicate the specific locations or landmarks students may draw a picture, label the area, use a personal symbol, etc. After they have drawn their maps and indicated important places students should add annotations or explanations about why they included these places.
What is being “Green”? have you ever heard about it? Try to guess the meaning. Let’s check how green are you with a little test.
Have you ever wondered if you’re really as green as you think you are? If so, then here’s just the quiz for you. It’s only a bit of fun, of course, but it should help you start thinking about how much you do already – and whether you’re happy with that, or if you feel there’s anything more that you ought to be doing.
Work your way through these quick 12 questions and see just how green you really are. The answers are at the bottom – so enjoy finding out!
The term ‘environment' covers all the elements of the natural world, from the earth, the oceans, the air and the climate to the plants and animals that live there. It also relates to where we live, how we live and the people that surround us.
So in the conclusion want you to sing a funny song, with deep meaning
A song: It's up to me and you!
Thank you for this day and this good lesson. Believe that you will always keep in your minds and memory that Environment starts with our surrounding
Giving H/W p. write an essay “Environment and how I help it”
sheets for students
colored pencils, markers, etc.
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