LESSON 30 3 страница

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Learning objectives

7. L5. Recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics.

7. S1. Use formal and informal registers in their talk on a limited range of general and curricular topics.

7. L. 8understand supported narratives on a wide range of general and curricular topics.

Lesson objectives

All learners will be able to;

Use formal and informal registers..

Most learners will be able to;

Ask and answer the questions.

Some learners will be able to;

Speak about environment problem.

Assessment criteria

Apply the difference between formal and informal speech in a talk.

Identify the position of speakers in an extended talk with some support.

Demonstrate an ability to organize and express idea clearly.

Previous learning

Looking at the future and the environment.

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start 5. min

ORG MOMENT

1Teacher greets learners.

Making a friendly atmosphere.

Pupils make a circle, keeps saying compliments to each other.

2. Dividing into subgroups

Teacher divides learners into two group with the method of ‘Puzzle’

Learners respond to greeting and take their places Learners should take picture clips and should build up a picture of mountain and hill.

Verbal evaluation

pictures

Middle 30 min .

Task1. Listen to a radio show about the solar system and mark the sentences as True or False.

1The sun is bigger than the planet. _______.

2The earth is the only planet with ice on it. ________.

3there are strong winds on the outer planets. ______.

4Jupiter has a moon with ice on it. _______.

5. All the asteroids are small. ________

Task2Match the problems to the solutions and make sentences.

Answer key; 1/E, 2/C, 3/A, 4/B, 5/D..

Descriptor ; match the problems with solutions.

Task3. Discussion box.

Why is rubbish becoming a big problem.?

How does it affect our lives?

What can we do?

Descriptor; discussions in a group, make evaluation of classmates answer

Ss listen to a radio show about the solar system and mark the sentences as True or False. Ss make sentences

Mutual avaluation Individual avaluation Verbal evaluation

End 5. min

Say some information about environment issues.

They also make comments

about the lesson orally.

Home task: Ex: 8 pageb 31 a) Write four things you are going to do this weekend; b) Write five predictions for the future.

Saying goodbye

Ss give self assessment for their participation with ‘Traffic lights’ cards.

Self-assessment

Cards colorful

LESSON 42 Unit 4: Space and Earth		School: Stavropolka Secondary School
Date:		Teacher name: Rogova V. V.
Grade: 7		Number present:	Number absent:
Theme of the lesson:	The most environmental issues

Learning objectives		7. L5. Recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics. 7. S1. Use formal and informal registers in their talk on a limited range of general and curricular topics. 7. L. 8understand supported narratives on a wide range of general and curricular topics.
Lesson objectives		All learners will be able to; Use formal and informal registers.. Most learners will be able to; Ask and answer the questions. Some learners will be able to; Speak about environment problem.
Assessment criteria		Apply the difference between formal and informal speech in a talk. Identify the position of speakers in an extended talk with some support. Demonstrate an ability to organize and express idea clearly.
Previous learning		Looking at the future and the environment.
Plan
Planned timings	Planned activities		Students’ activities	Evaluation	Resources
Start 5 min	ORGANIZATION MOMENT. Greeting. -Good morning dear learners? -How are you? -What is the day today? -What is the date today? -Who is on duty today? -What about weather you can say? -Now we begin our lesson		Learners answer	Verbal evaluation	Express Publishing On the page 46-47
Middle 30 min	PRE - READING Look at the picture. What do you see? Task1. “Brain storm” 1What is the writer doing in the text? A describing space exploration B telling us why we go into space C encouraging us to become astronauts 2 What does the writer say in paragraph B? A Mars is too far away. B It is easier to explore Mars than other planets C Mars is similar to Jupiter. 3 What does the writer suggest in paragraph C? A Only robots can survive on Mars. B Lots of countries are interested in Mars. C Scientists are already on Mars. 4 Why does the writer say “It won’t be easy” in paragraph D? A Astronauts do not want to go Mars. B Only one astronaut can go to Mars. C The mission will take a long time. Task2 “Comprehension check. ” Read the text and mark the sentences as T( true) or F (false). 1 The Sun is bigger than the planets. ------- 2 The Earth is the only planet with ice on it. -------- 3 There are strong winds on the outer planets. ------- 4 Jupiter has a moon with ice on it. -------- 5 All the asteroids are small. -----		Read the text again and, for questions 1-4, choose the correct answer A B or C Learners choose the correct answer and marks the sentences T or F.	Individual avaluation Mutual avaluation
End 5 min	Feedback Which four planets comprise: the inner solar System (closest to the Sun)? The outer solar system? Who is the first man has flown names? How many planets on the earth? Home task: write 5 questons by the text Saying goodbye		Learners answer	Self-assessment

LESSON 43 Unit 4: Space and Earth			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V. V.
Grade: 7			Number present:			Number absent:
Theme of the lesson:		Looking at Science Fiction (This relates to Literature)
Learning objectives		7. C4 evaluate and respond constructively to feedback from others 7. S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 7. L1 understand with little support the main points in extended talk on a limited range of general and curricular topics 7. R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7. R4 read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 7. R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics 7. W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics topics
Lesson objectives		All learners will be able to: · identify the name of the planets with the help of mnemonic Most learners will be able to: · complete matching task correctly Some learners will be able to: · use taught information to complete the test while speaking task use learnt vocabulary from the reading task while speaking in pairs
Previous learning		The most environmental issues
Plan
Planned timings	Planned activities			Students’ activities	Evaluation		Resources
Start 5 min	ORGANIZATION MOMENT. Greeting. Introduce lesson objectives on the board for the lesson to the class.			Class organization	Verbal evaluation		PPP
Middle 30 min	Dive in: Write ‘The Planets’ on the board and ask your class if anyone knows how many planets there are in the solar system. Ask them if they know the names of the planets in English. Show PPP with the task, and students put the planets on order. Point out that the clue is a mnemonic- My Very Excellent Mother Just Sent Us Nine Pizzas. Ask students what they know about Pluto (it’s been reclassified as a dwarf planet or ‘plutoid’). Students share their ideas. Key : The eight planets that orbit the sun are (in order from the sun): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Another large body is Pluto, now classified as a dwarf planet or plutoid. Pre – Speaking Put students in pairs. Tell them to discuss what they know about the planets. Now, tell students that they are going to work alone. Then, hand out the worksheet. Working alone, students do exercise. Peer Assessment: Get each student to swap worksheets with another student. Then, go over the answers (drawing attention to the pronunciation of the planets). Students mark each other’s work and give a total out of eight. Ask students: Who scored the highest? Speaking Tell the class to turn to Speaking cards, the quiz. Put students in pairs. Tell them they are going to test each other on what they remember about the planets from the previous task. Nominate one student from each pair as A and one as B. Monitor and help if it is necessary. Self-Assessment: When students have finished, get them to look back at the text about planets for the answers and work out their scores. Ask students: Who did the best?			Students answers the questions. Students discuss in pairs. Students should complete matching exercise. Student A reads out questions 1 to 4 for Student B to answer, then B reads out questions 5 to 8 for A to answer.	Individual avaluation Mutual avaluation Verbal evaluation		PPP Handout The Planets Speaking Cards
End 5min	Feedback Ask Ss to write a reflection of the lesson. 3 – new words 2 – adjectives to describe the lesson 1 – one activity you like Home task: repeat words and grammar Saying goodbye			Learners write a reflection	Self-assessment

LESSON 44 Unit 4: Space and Earth			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V. V.
Grade: 7			Number present:			Number absent:
Theme of the lesson:		Looking at Science Fiction
Learning objectives		7. C4 evaluate and respond constructively to feedback from others 7. S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 7. L1 understand with little support the main points in extended talk on a limited range of general and curricular topics 7. R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7. W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics topics
Lesson objectives		Recognise typical features at word, sentence and text level in a range of written genres Give an opinion at discourse level on a growing range of general and curricular topics Begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
Ass essment criteria		-Identify the meaning and details of the reading texts -Identify the correct form of a word, appropriate sentence structure and text layout -Provide a point of view in conversations and discussions -Interact in a pair, group and a whole class work presenting logically connected information with ideas of other people
Previous learning		Looking at Science Fiction
Plan
Planned timings	Planned activities			Students’ activities	Evaluation		Resources
Start 5 min	1. ORG. MOMENT. Greeting. -Good morning dear boys and girls -I’m very glad to see you! -How are you? Introduce lesson objectives on the board for the lesson to the class.			Learners answer	Verbal evaluation
Middle 30 min	Now children look at screen I’m going to show you a video. Please pay attention. Video “Energy, let’s save it” Brainstorming 1 – What is energy? 2-What kind of electronic things do you use at home? 3-Do you save the energy at home? 4-What kind of problems will be if you don’t save the energy?			Learners watch a video and do the task	Mutual avaluation
	READING Task 1. Read the text Is Pluto a Planet? and answer the questions. Example: 0. Is Pluto no longer a planet? Yes, It is 1. What planet is a full planet 2. Is Pluto the only dwarf planet? 3. How many classes of planets are according to the astronomer? Task 2. Connect numbers and letters and find the right pictures. 1. Comets 2. Craters 3. Moon A. It is the largest object you can see in the night sky B. A small, frozen mass of dust and gas revolving around the sun. C. They are holes made when a large moving rock hit the moon. SPEAKING Task 3. Answer the questions below. Where are you planning to travel to? Name the planet? What will you do if you see aliens or some unusual animals?			Learners read the text and answer the questions Learners connect numbers and letters and find the right pictures Learners answer the questions	Individual avaluation Verbal evaluation
End 5min	Feedback Red-I know material Yellow-I understand the material Green-I can use the material Home task: repeat words and grammar Saying goodbye			Traffic light	Self-assessment

LESSON 45 Unit 4: Space and Earth			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V. V.
Grade: 7			Number present:			Number absent:
Theme of the lesson:		Writing a short science fiction story and/or a composition about life in the future
Learning objectives		7C4. evaluate and respond constructively to feedback from others. 7R4. read a limited range of extended fiction and non-fiction text on familiar and some unfamiliar general and curricular topics. 7W1. plan, write, edite and proofread work at text level with some support on a range of general and curricular topics
Lesson objectives		All learners will be able to: Identify the main idea of the text. Most learners will be able to: provide prepared speech to answer a variety of questions at sentences level Some learners will be able to: plan and write a short composition using specific information
Ass essment criteria		1. Analyze given feedback. 2. Skim the extended fiction or non-fiction texts to identify the general information 3Make a clear plan of writing; Write a text; Check the written draft.
Previous learning		The most environmental issues
Plan
Planned timings	Planned activities			Students’ activities	Evaluation		Resources
Start 5 min	1. ORG. MOMENT. -Good morning dear boys and girls -I’m very glad to see you! -How are you? -We are fine, thank you. -What is the weather like today? -The weather is very good			Learners answer	Verbal evaluation
Middle 30 min	Pre-reading. Task1. Work with a partner. Look at pictures and answer the questions. 1. What do you mean when we say the Moon is ‘full’? 2. Who was the first person to walk on the Moon? 3. What effect does the Moon have on the Sea? While-reading. Method: JIGSAW Task 2. Read the text. Try to find the meaning of the text. The Moon. Objects that orbit planets are called natural satellites or moons. Jupiter has 67 of them, but the Earth has only one –the Moon. Each month, this object, the second brightest in the sky, goes through its phases-from the new moon we can’t see to the shining ball that we call the full moon. But where did our nearest neighbour come from? Scientists believe that something hit the Earth 4, 6 billion years ago. The pieces which broke away then came together to make the Moon. The Moon is much smaller than the Earth and conditions there are very different: tempetatures can get as high at 127’c and fall as low as -173’c The Moon has little or no atmosphere to protect it, which means that it’s often hit by asteroids. This explains why the Moons surface has lots of big holes called craters. On 21^st July 1969, the American astronaut Neil Armstrong became the first person to walk on the Moon. It was one of the great archievements of the 20^th century, but what about the future? We will certainly return to the Moon one day. NASA and the European Space Agency will probably send more astronauts to the Moon over the next twenty years. Such trips might not interest as many of people as those of the 1960 and 1970s, but it’s exciting to think that there will be some kind of base on the moon-we may even create lunar cities. We definitely won’t live on the Moon all the time, but we might go there for a holiday. Post-reading. Task 3. Read the task and answer the questions. 1. How many moons has Jupitor got? 2. How hot it it get on the Moon? 3. How cold does it get on the Moon? 4. Why does the Moon have so many craters? 5. When did the first person walk on the Moon? 6. What do NASA and European Space Agency plan to do			Learners answer the questions Learners read the text and try to find the meaning of the text Learners read the task and answer the questions	Individual avaluation Mutual avaluation Verbal evaluation		Slide Pictures
End 5min	Feedback Red-I know material Yellow-I understand the material Green-I can use the material Home task: Write a short composition about “ Future life” Saying goodbye			Learners give feedback	Self-assessment

LESSON 46 Unit 4: Space and Earth			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V. V.
Grade: 7			Number present:			Number absent:
Theme of the lesson:		Using ‘will’ for prediction
Learning objectives		7. R7 recognise typical features at word, sentence and text level in a range of written genres 7. W6 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 7. W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 7. W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 7. UE4 use an increased variety of determiners including neither, either on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to → understand the main idea of the text Most learners will be able to → answer the question using will and going to Some learners will be able to → write sentences with grammatical accuracy on a limited range
Ass essment criteria		Identify the correct form of a word, appropriate sentence structure and text layout. Demonstrate the ability to write grammatically correct sentences on familiar topics.
Previous learning		Writing a short science fiction story and/or a composition about life in the future
Plan
Planned timings	Planned activities			Students’ activities	Evaluation		Resources
Start 5 min	GREETING Org. moment -Good morning children. - Good morning teacher! -How are you? -We are fine thanks! - How is the weather today? -It is sunny. -How will be the weather tomorrow? -It will be windy tomorrow. -Who is on duty today? -I’m on duty today. -Who will be on duty tomorrow?			Learners answer	Verbal evaluation
Middle 30 min	Now children look at screen I’m going to show you a video. Ple ase pay attention. Video “Energy, let’s save it” Brainstorming 1 – What is energy? 2-What kind of electronic things do you use at home? 3-Do you save the energy at home? 4-What kind of problems will be if you don’t save the energy? Task 1. If you understand what about will be our todays theme let’s read the text “Eco house” Teacher: So tomorrow we’ve visiting the Eco House which I hope you’ll all enjoy. Before our visit we’re going to think about the subject of saving energy and how we can help the environment and look after our planet. The big question is this: What can we each do at home to help fight climate change? Rebecca and David have prepared short presentations about the sorts of things we are going to learn about at the Eco House, so Rebecca, you can begin. Right now we are going to talk about how we are damaging the Earth’s atmosphere….			Learners watch a video and do the task	Mutual avaluation
End 5min	FEEDBACK “A Reporter” Good morning dear audience. I am ----from BBC channel. I am holding live broadcast at the 7 th form. Here they are discussing about “Energy”. I am going to ask some questions to pupils. Home task: to repeat words and grammar Saying goodbye			Learners answer	Self-assessment

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