Табиғи қорықтар тақырыбындағы ашық сабақ 8 сынып

Unit of a long term plan: Unit 6. The Natural World

School: №149 by A Montaev

Date: 26.04.2019

Teacher name: Balgabayeva Sabira

CLASS: 8

Number present: 12

absent: -

Lesson title: Nature Reserves

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres

8.3.8.1 recount some extended stories and events on a range of general and curricular topics

8.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

-listen to audio and read the text about nature reserves

-listen and check which of the animals and plants we can find at Loch Lomond and Korgalzhyn Nature reserve

-read the text and correct the statements in the exercise

-find and divide the animals into two types with SOME support

-ask and answer questions about the two nature reserves with prompts

- make up sentences with the pronouns with help of teacher

Most learners will be able to:

-find and divide the animals into types with LITTLE support

-ask and answer questions about the two nature reserves without prompts

- make up sentences with the pronouns without help of teacher

Some learners will be able to:

-write a paragraph about Nature Reserves in Kazakhstan

Assessment criteria

Learners achieve this Learning Objective, if they can:

- discuss about Nature Reserves

- identify typical features of nature reserves

- talk about facts of Nature Reserves

- apply indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few in practice

Values links

National unity, peace and harmony in our society. To take care of environment, to be patient.

Cross-curricular links

Biology, art

Previous learning:

Indefinite pronouns

PLAN

Planned timings

Planned activities

Resources

Start

5 min

Middle

6 min

2 min

6 min

2 min

5 min

3 min

8 min

2 min

End

5 min

(T-S) (D) Greeting.

Teacher uses this ‘Odd one out’ strategy to engage and excite learners with the topic. Teacher practices learners vocabulary and some extend speaking. Teacher asks the learners to find the odd one out. This strategy helps learners to develop their speaking and share own opinion and ideas.

Possible answers: dog, cat, donkey, dragon

Learner says: I think the odd one out is dragon because it is a mythical creature.

Learner says: I think the odd one out is cat because this word begins letter c.

Task 1

(T-S)(D)(W) Inductive teaching.

Teacher uses this strategy for teaching grammar of involves presenting several examples that concept students how the concept works from these examples. Teacher doesn’t explain. Learners learn to recognize the rules of grammar in a more natural way during their own reading.

Examples of Indefinite Pronouns

Here are some examples of indefinite pronouns (shaded):

A classic is something that everybody wants to have read and nobody wants to read.

Of those who say nothing, few are silent.

Everything is funny as long as it is happening to somebody else.

Everybody likes a kidder, but nobody lends him money.

I don't know anything about music. In my line, you don't have to.

Assessment criteria

Descriptor

- apply indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few in practice

A learner:

-recognizes the rules

-understands grammar in a natural way

-applies indefinite pronouns

AfL: ‘2 stars and a wish’

Task 2

(S-S) ( W) Teacher uses this strategy ‘Sound on’ to develop learners listening and speaking skills. Teacher gives instruction to learners, after learners do this task as a whole class. Teacher turns on audio to learners. Learners listen to the video about Nature Reserve. But they do not watch. After listening learners discuss with each other. Then to check learners answer teacher and all learners watch this video again.

Assessment criteria

Descriptor

- discuss about Nature Reserve

A learner:

-listens to the audio carefully

-understands the video

-discusses about Nature Reserve

AfL: ‘Thumbs up, thumbs down’

Task 3

(S-S)(G) Teacher uses this strategy “Bingo” to identify learner’s achievement, develop their challenge.

Teacher says words and gives a minute to find. Learners have different key words related to the topic and read out the definitions. The first group which has crossed all words wins and they have different combination of key words on their square.

Woodland

Rare

Guided canoe trip

Hectare

Wetland

Swampy

Landscape

Massive

Crossroads

Migrate

Assessment criteria

Descriptor

- identify typical features of nature reserves

A learner:

- listens to the teacher

- finds the words in the card

- crosses all words that a teacher says

- links to particular topics - identifies typical features of Nature Reserves

AfL: ‘motivations’

Task 4

(S-S)(P) Teacher uses this strategy “Tango” to develop learners speaking skills. Teacher says instruction to learners. In this strategy learner sits opposite to each other and one learner watches a video and talks to partner, after they change.

Assessment criteria

Descriptor

- talk about facts of Nature Reserves

A learner:

- watches a video about Nature Reserve

- answers the questions

- understands the main ideas

- talks about facts of Nature Reserve

AfL: ‘applause’

Plenary

(T-S) (I) Draw your brain

Teacher uses this approach to conclude the lesson. Teacher knows how much learners understand for today’s lesson.

Learners draw the outline of a brain in their exercise book and fill it with words that explain what they have learnt during this lesson.

Cards

Worksheet 1,2

https://youtu.be/4SFWuf0eywA

Worksheet 3,4

https://youtu.be/4SFWuf0eywA

Pictures

Additional information

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 students’ learning?

Cross-curricular links

Health and safety check

ICT links

Values links

In Content task the learners will be listen to the video and understand the meaning of the video then discuss. Less able Ss work in pairs with the support of the more able Ss. More able Ss will be discuss without support of a teacher.

In Listening task learners will be find different key words related to the topic and read out the definitions. Less able Ss will be support…