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Circle the word that does not belong in each list
Grammar
Prepositions & there is/ there are
behind between in front of near next to under
Thereʹs a microwave________the washing machine.
Thereʹs a chest of drawers _______the bed.
Thereʹs a table_________the sofa.
Thereʹs a mirror ______the TV.
Thereʹs an armchair_____the sofas.
There are some pictures________the washing machine.
Reading + Speaking
1. Students are divided into pairs; each pair is given a list .
Look at the pictures below, then write the name of each object
under the correct room
living room
kitchen
bath room
bed room
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Presentation
English Plus grade 7
Student’s book, page 22
Hand outs
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End
2 minutes
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Plenary
Students repeat vocabulary notes that they learn during the lesson.
Homework:
WB p18
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Additional information
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’ learning?
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Health and safety check
ICT links
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Students will work in pairs and support each other.
The students will be supported by the teacher during independent work.
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Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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Long-term plan unit: 7.4 Space and Earth
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School: Secondary school named after I.Taimanov
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Date:
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25.02.20
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Grade:
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7
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Theme of the lesson:
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Geographical Features
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Learning objectives(s) that this lesson is contributing to
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7.L4 understand with limited support the main points of extended talk on a range of general and curricular topics
7.L5 understand most specific information and detail of supported,extended talk on a range and curricular topics
7.W6 link with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
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Lesson objectives
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All learners will be able to:
revise the topic vocabulary;
Most students will be able to:
Some students will be able to:
speak about geography, nature
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Assessment criteria
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Learners have met this learning objective if they are able to give 9-10 correct answers in the task.
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Value links
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Respect for self and others. Cooperation. Academic honesty. These values can be fostered through pair work, when students do the listening task and discuss the answers in pairs and then present their results to the whole class. Students should bear in mind the rules of academic honesty while writing their formative assessment tasks.
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Cross curricular links
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Geography
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ICT skills
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Be able to retrieve information from the internet.
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Previous learning
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Past Continuous: affirmative and negative
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Plan
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Planned timings
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Planned activities (replace the notes below with your planned activities)
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Resources
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Beginning
10 min
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Organisation moment:
Explain to students that a place may be described by telling about its physical features – itsland, water, climate and plants. Physical features are sometimes called geographical features. To describe the geographical features of a place, you might talk about its landforms. Before humans ever settled here, landforms were shaped by nature.
Focus on pertinent local landforms including island, lake, mountain, ocean, river, and valley. Discuss the meaning of the words beach , canyon , ravine and other pertinent landforms in your area.
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White papers
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Middle
5 minutes
15 minutes
5 minutes
3 minutes
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Warm up
Procedure
Activity #1 Geographical Terms and Definitions Match-Up
Distribute copies of Geographical Feature Terms. Have students cut out each geographical feature term and the definitions of geographical features. Students work individually or in pairs to match each geographical feature term with its definition.
Vocabulary
Desert [ ˈdezət ] - шөл
Falls- сарқырама
Pole – полюс
River - өзен
Sea - теңіз
Lowland – жазық, ойпаты
Valley[ ˈvæli ] - алқап
Hill – төмпешік
canyon [ ˈkæn.jən ] - каньон
mountain – тау
forest – орман
lake - көл
p lateau [ ˈplæt.əʊ ] - үстірт
1. Show students a picture of your ideal room (any kind of room) and explain in simple English what is in your ideal room. For example: In my ideal room there is a big sofa, there is a small plant and there are three big windows.
2. Ask students to imagine their ideal room (any kind of room) and draw it. Give them some questions to help them visualize the room for example: • What is in the room? • Is there a chair? • What kind of chair? • Is there a desk? • What can you see out of the window – is there a view?
MMOUNTAINCNCANALHILLSZFORESTRIVERBRIDGEDVALLEYLOLAKEBEACHTISLANDCLIFFSSEAS
There are some words in this circle. Find them and write them down into your exercise book.
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White papers
PPT
English Plus grade 7
Student’s book, page 29
Hand outs
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End
2 minutes
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Plenary:Ss answer the questions in the PPT
Homework: Ex 2. P.40.
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Additional information
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’ learning?
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Health and safety check
ICT links
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Students will work in pairs and support each other.
The students will be supported by the teacher during independent work.
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Ongoing assessment
Peer assessment
FA listening
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Health promoting techniques
Breaks and physical activities used.
Points from Safety rules used at this lesson.
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Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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Достарыңызбен бөлісу: |
