Natural Wonders of the world

LESSON: Module 3 Our countryside

CLASS: 6

School: 19 Temirtau

Date: 19.11.2019

Teacher name: Perminova M.G.

Theme of the lesson:

Natural Wonders of the world

absent:

Learning objectives(s) that this lesson is contributing to

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

6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics;

6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

6.6.14.1 - use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

• Recognize the most specific information on the topic and details of the texts and deduce meaning from context on the topic “Natural Wonders of the world”

• Communicate in pairs, groups and whole class exchanges using pictures, information, prepositions and location with support.

Most learners will be able to:

• Make up short sentences, using prepositions and location without support

• Understand what statements are true and what ones are false

Some learners will be able to:

Give examples and personal opinion on the topic “Natural Wonders of the world ” without support and present a project.

Assessment criteria

• Recognize details of the texts

• Express their ideas on the topic in pairs and groups

• Use prepositions before nouns, location

Value links

National unity, peace and harmony in our society. Value of environment

ICT skills

computer, presentation in PowerPoint

Previous learning

Geographical features

Plan

Planned timings

Planned activities

Differentiation

2 min

8 min

5 min.

Greeting ( 1min)

Warm up

a) Teacher shows some pictures, connected with geographical features.

students try to say what they see.

What geographical features are there in our country? Give me some examples.

Balkhash is a famous lake in KZ.

There are beautiful mountains in Almaty.

The steppe is wonderful in spring.

There are a lot of rivers and lakes in our country.

b) Complete the sentences with words. On the board students can see the sentences. On the right side there are words. Students need to stick the words in sentences. Read the sentences.

Lead in

Stage aim: to check knowledge of places and continents

Instruction: Teacher asks learners: What can you see in the picture? (slide) – a map with the names of continents.

Instruction 1. Listen and repeat after me, pay attention to the pronunciation of these words. Teacher focuses on pronunciation of the words correctly

Teacher checks their knowledge of how they know the names of some places and continents.

Match the places and continents. Example: Mount Everest is in Asia.

Individual work /pair work ( you can ask your peer to help you)

Concept questions: Will you work individually? – Yes

What are you going to do? – to match the places and continents

All students will be able to pronounce the words and put them in the correct places with support

Most students will be able to pronounce the words without support and put them in the correct places with support

Some students will be able to make up the sentences with these words

All students will be able to match the places and continents with support.

Some students will be able to match the places with continents, using the right order and pronunciation

Middle

7 min

5 min

5 min

5 min

Stage aim: To generate students’ interest in the topic

We have known information about such places as the Great Barrier Reef in Australia, Machu Picchu in Peru and Altyn Emel in Kazakhstan.

Let’s remember about them and answer my questions: ( slide with the pictures of these places) Individual work

1. What place is this? ( Great Barrier Reef, Machu Picchu, Altyn Emel)

2. Where’s the Great Barrier Reef/ Machu Picchu/ Altyn Emel situated?

3. Where can we swim with dolphins and turtles? ( in Australia on the Great Barrier Reef)

4. How many species of colorful fish are there on the Reef? ( over 1500)

5. What is Machu Picchu? ( It’s an ancient city in the mountains)

6. Does anybody know why the Incas left this mysterious place? ( No, nobody knows)

7. Where is singing dune situated? ( in KZ) Is this a unique place ? ( Yes)

8. What does dune start make when you slide down? ( It starts to make a loud and beautiful “ singing” sound)

( great answers. T asks ss : how can we name all of these places? (Wonders of the world)

Teacher: Yes, What is the theme of our lesson?- Wonders of the world.-yes, of course. And we continue our list of wonders.

We are going to watch a video.

Ss watch a video and tell what other wonders of the world they know.

T: What other wonders of the world have you known from this video? ( answer-Niagara Falls and Lake Balkhash.)

T.- the most amazing wonders of the world we can find in nature. Do you agree?

Open the textbook at p.37

Instruction: Teacher introduces the texts about Wonders of the world. Leaners read individually, and pay attention to the unfamiliar words and ask each other or teacher can help them. After that, learners should exchange their opinions with partners - pair work ( ss should understand the content of the texts)

• Stage aim: To orientate students to the content of the texts

Game: Instructions: The class is divided into two teams. Stay in row. I’m going to read statements and you should throw these balls into the right baskets TRUE/FALSE

Formative assessment

• Understand the main points in a limited range of short simple texts on general and curricular topics.

Assessment criteria

• Identify the main ideas of the texts

Level of thinking skills Knowledge and comprehension

Descriptor:

A learner

• Skims over the texts

• Listen to the statements

• Choose True/ False according to the text.

1. Niagara Falls is between 2 countries. (T)

2. Niagara Falls is the first largest falls in the world. ( F)

3. Horse Shoe Falls is a part of Niagara Falls. ( T)

4. Victoria Falls is in Africa. ( T)

5. Victoria Falls is the first largest Falls in the world. ( T)

6. Lake Balkhash is the smallest lake in Asia. (F)

7. Lake Balkhash is 600 km.long. ( T)

8. It is located in the northeast of KZ. ( F)

9. Half of the lake is freshwater and the other half is salty. ( T)

10. The lake has 63 islands ( F)-43

11. Seven rivers flow into the lake. (T)

Feedback

Projects

The aim: To create mini-projects

Teacher gives a picture of Niagara Falls to one team and a picture of Lake Balkhash to another one. There are some sentences about Niagara Falls and Lake Balkhash. Students have to choose the right sentences and stick them under their own picture. Each team presents a project.

All students will be able to recognise picture and place and answer some questions with support

Most students will be able to answer the questions and give short answers without support

Some students will be able to answer the questions using some interesting facts and express their own opinion without support.

Differentiation by support, more able learners with learners who need support.

T counts the right answers of each team

End

1 min

• Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

What interesting facts have you remembered about Niagara Falls and Lake Balkhash?

H/W p.38 ex.1

Opinion of ss

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 learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at telling about the animal are shown questions to answer

• More-able learners can be encouraged to use more complicated sentences

Monitor learners as they read and make notes about the animals. Which learners have difficulties reading, making notes, and reporting information to group orally?

• Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor learners as they prepare the fact file about the animal. Help with the vocabulary

• Links to the biology: Do they know about the animals form the websites?

• Check if students have a comfortable class layout to work in groups

Learners use computers to locate information, report back to group and record in fact files using some of own words.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

The lesson objectives were realistic.

The learners revised vocabulary and used it in sentences. They were able to refresh some information about amazing places in the world that they obtained during the lessons. Today they watched a video about Niagara Falls and Lake Balkhash, read two texts and played a game True/False , also they made mini projects about these natural wonders of the world.

The learning atmosphere was casual, students were very active. They were interested in this lesson. There were different forms of work. All four skills were used: reading, listening, speaking and writing. In my opinion, my planned differentiation worked well.

I didn’t make any changes of my plan.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Work with words ( pictures, missed words in sentences, match the places to the continents)

2: creating projects

What two things would have improved the lesson (consider both teaching and learning)?

1: using whiteboard

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson? The class is active, with learning capabilities. I need to pay attention to weak students and make them work at the lesson.