LESSON PLAN
| Unit of a long term plan: | School : 2 | ||
| DATE | Teacher name: Isaeva Aigul | ||
| CLASS 7 | Number present | absent | |
| Theme of the lesson: Holidays and travel | |||
| Learning objectives that this lesson is contributing to | 10.L3 understand with a little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 10.S3 give an opinion at discourse level on a range of general and curricular topics 10.L5 recognise the opinion of speakers with little or no support in extended talk on a wide range of general and curricular topics 10.UE 3 use a growing variety of compound adjectievs and adjectives as participles and some comparative structures including not as…as,much than to indicate degree on a range of familiar general and curricular topics | ||
| Lesson objectives | All learners will be able to: listen and understand the main idea and details of the video Most learners will be able to: make up a dialogue using compound adjectives and comparative structures, answer the questions Some learners will be able to: disccus about the problems of hunting of KZ describe the traditions of Kazakhstan
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| Assesment criteria understand the idea of video make up a dialogue disccus about the problems of hunting in KZ describe the traditions in Kazakhstan
| Descriptors A learner: understands the main idea of the video answers the questions makes up a dialogue using compound adjectives and comparative structures disccuses about the problems of hunting in KZ describes the traditions in Kazakhstan
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| Previous learning | Holidays and travelling | ||
| Cross –curricular links | History and Geography | ||
| Value links | Common history, culture and language. The history of the Kazahk nation is a history of unity | ||
| PLAN | |||
| Planned timings | Planned activities | Resources | |
| Beginning 5 min | Warm-up(G1,G2) 1.Teacher gives worksheets with questions and learners answer the questions (for the first group) - Where do you live? - When was Kazakhstan established? What its territory? Which is the country rich?
2.Learners can be shown two images (here an eagle and mountains of KZ) and are then asked to write a paragraph that links them together(for the second group) What’s the link?
| Worksheets with questions | |
| Middle 5 min
5 min
3 min
3 min
7 min
3 min
5 min | Pre-teaching activity (W) Teacher introduces new words using pictures, CCQ to extend-verb (used with object) Eg.He extended the measuring tape as far as it would go. to explore about-verb (third-person singular simple present explores, present participle exploring, simple past and past participle explored) Explore is defined as to search, investigate or travel in. to travel in (a region previously unknown or little known) in order to learn about its natural features, inhabitants Horseback riding-showing a picture Witness the eagle hunting - one who has personal knowledge of something. Lock in- phrasal verb to put someone in a room and lock the door so they cannot leave You can’t keep me locked in. She went to her hotel room and locked herself in.
Compete speed and ability-translation Pre-listening activity (G) Learners in groups of 5 – 6 stand in a circle and take turns to say sentenses with compound adjectives. Before watching the video,learners look at the title, pictures and the first couple of lines of the text and predict what kind of video it is and what it is about Listening Students watch a video and teacher stops the video then stidents predict next steps of characters in the video (the main idea) -freeze frame method Post –listening activity (I) Prepare 3 or 4 fact files about hunting for learners to complete: type: home: Lives: Eats: It can, it can’t : Pre-teaching activity (G) (P)Learners make up a dialogue,using fact files about hunting with new words Listening II Post-listening activity Timeline of the story The learners create a timeline based on what they discovered during watch the video
| Pictures ,dictionary
www.youtube.com
Worksheets | |
| End 5 min
4 min | Plenary Teacher divides class into 2 groups: The 1-st group discusses the questions “ for” hunting The 2-nd group dicusses the questions “against”hunting My triangle of learning
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| Additional information | |||
| Differentiation (how do you plan to give more support?) how do you plan to challenge the more able learners? Differentiation by supporting , teacher facilitates problem solving by identifying which students need detailed explanations in simple language and which students can engage in dialogue at a more high level.
Differentiation by task- involve setting different tasks for students of different abilities. One way to achieve this may be to produce different sets of worksheets or exercises depending on students’ abilities.
| Assessment (how are you planning to check learners’ learning?)
| Health and safety check ICT links | |
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