Unit of a long term plan: Ecology. Global and regional problems. School: 46 by A.S. Pushkin school-Lyceum
Date:30.11.2017. Teacher name: Ismailova S. M
CLASS: 11 «Б» Number present: absent:
Lesson title Enviromental problems of Kazakhstan and Great Britain
Learning objectives(s) that
this lesson is contributing to
(link to the Subject
programme) 7.C4 evaluate and respond constructively to feedback from others 7.S2 ask complex questions to get information about limited range of general topics and some curricular topics 7.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general 7.R1 understand specific information and detail in texts on a range of familiar general and curricular topic 7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics
Level of thinking skills Comprehension, Application, Evaluation
Lesson objectives To do reading, listening, speaking and grammar exercises on environmental problems
Assessment criteria Special descriptor for each task.
Differentiation More able students perform tasks on their own Less able students are supported with pre-doing activities first Most able students perform tasks on their own
Values links The strategy “Environmental problems of Kazakhstan Great Britain”
Cross-curricular links Geography, Kazakh, Russian,
Previous learning Corrections
Planned timings Planned activities (replace the notes below with your planned activities) Resources
5mins Organization moment. Checking for their attendance Teacher announces them today’s lesson devotes to revision of all materials they have covered by performing exercises individually copybooks
5mins 2mins 5mins 1. Speaking skill Give students a sheet of handout where wh-question is asked to know about Kazakhstan and Great Britain. Give them 2 minutes to prepare. As soon as they finish preparation identify A and B student in a pair work. A student starts first then B student. Set time for each candidate by 1minuts to answer a question. Remind them to extend their response using new words from previous lessons. Pair assessment “The best translator”
preserve damage Acid rain dispose topsoil timber dump implement require ban
Descriptor 1 Used time very well 2 Gave extended answer with at least 5 words. Individual work “A good beginner and translater” As the result of the shrinkage of the Sea a lot of fishermen lost their jobs. It was once the home to 24 species of fish. The Aral Sea was the fourth largest lake in the world. More and more water is used for irritations and this may cause a reduction the water pouring the Aral Sea . The former sea bed is now a salt desert. Group work 1. When did the UNDP Aral Sea programme begin? 2. Have you ever heard about the UN International programme on Chemical Safety? a Do your parents travel with you? b Do you do any other sports? C Do you enjoy competitions? D Does Nathan take part in the competitions? Sheet of handout Descriptor Handout
10mins 2mins 15mins Interviewer 1. ————————————— Jed Yes I do . I love the excitement-and the travelling. Interviewer 2. ————————————— Jed No, they don t . travel with my trainer, Martin Atkins and my brother Nathan. Interviewer 3. ———- ——————————- Jed No . he doesn t .He just watches. Interviewer 4. ——————————————- Jed No, I don’t .I don t have time .
Descriptor Put interviewer’s questions in the correct places Forms questions in the sentences correctly Grammar time Present simple questions Previous lesson was covered with knowledge of present simple tense and they were taught to make up wh- questions. Less able students do this grammar exercise Complete part 2 of the interview with the question words in the Learning in this box. Interviewer 1. ———- do you live? Jed I live in Vancouver, in Canada. Interviewer 2. ———- do you live with ? Jed My parents and my brother. Interviewer 3. ———- do you relax? Jed I listen to music Interviewer 4. ———- bands do you live? Jed Arctic Monkeys, Coldplay and Snow Patrol my favourites. Interviewer 5. ———- do you live see your frends? Jed In the evenings and at weekends. Most able students are given about 15 words which they have to make up an interesting story using all these words in correct form of present simple tense.
Descriptor Use correct form of present simple tense Handout Handout Descriptor sheet Handout
Finish on time Reading skill Read the text “Are you Couch potato?” Do you watch TV or play video games during your free time? Do you eat junk food and drink soft drinks when you watch TV? Change your couch potato habits and become a healthy teen. • Exercise is wise. It helps you look good and feel happy. When you have some free time, go cycling or play basketball with your friends. It is lots of fun and you get plenty of exercise, too! • Your favourite series is on and you feel hungry. Instead of biscuits and sugary soft drinks get a bowl of fruit with a glass of juice. They are delicious and don’t contain fat. They are tasty, too! • When you don’t feel like going out, turn on the radio, find your favourite tune, and start dancing. It’s fun! Complete the sentences. 1 Change your couch potato habits and ………………………………………… . 2 Exercising helps you look good and ……………………………………………. . 3 In your free time, you can …………………………………………………………. . 4 While you’re watching TV, don’t eat ……………… or drink ………………. . 5 Instead you can have ……………………………………………………………….. . 6 While at home, you can turn on the radio and start ………………………. . Hold short time discussion.
Concluding the lesson Assessment Self-assessment chart Giving the hometask. Writing skill How can someone avoid being a couch potato? They write recommendation on their copybooks
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
More able students will perform
tasks on their own Group, peer and individual assessment were used using special assessment descriptor.
Less able students
are supported with
Most able students
perform tasks on
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?