Long-term plan unit: School: Date: Grade: 8 Teacher name: Yespolova Zh.S. School-kindergarden after named Abay Theme of the lesson: “Our world” 8.L 1 understand with little or no support the main points in Learning objectives that this extended talk on a topic “Our planet - Earth” 8.S 7 use appropriate subject – specific vocabulary and syntax to lesson is talk on a topic “Our planet - Earth” contributing to Lesson objectives Level of thinking skills Assessment criteria Value links Cross-curricular links ICT skills Planned timings Learners will be able to: All learners will be able to: Understand key words, sentences on the topic “Our planet Earth”. Most learners will be able to: Use key vocabulary and understand meaning of a text “Our planet - Earth” Some learners will be able to: give own opinions, do predictions and speak intelligibly on a topic “Our planet - Earth” Knowledge, comprehension and application Listen and understand essence of the text Speak correctly and do tasks Lifelong learning World cognition, Biology and Geography Using videos & pictures, Teacher support sites, slide shares Plan Planned activities Resources Beginning Teacher greets students; students respond to greeting and take 5 mins their places. Warming up Teacher asks students “How are you?” to find out their mood PPP slide 1 (picture) at the beginning of the lesson; students choose one of the smiles they see on the slide and answer the question - Teacher introduces lesson objectives and criteria to the students. - Students watch a video “Whole world” and follow the instructions, sing together. Video 1 Very good! Thank you! Take your seats… Middle 30mins Whole class activity: - engaging the learner and encouraging speaking through questions Teacher asks questions about video “Whole world”: 1. What about this video? 2. What words have you heard in this video? Students asks questions about video. Good of you! Teacher asks synonyms of the word “World” then divide students into three group according to the synonyms: World, Earth, Planet - nominate students and elicit target vocabulary by means of showing flashcards: world, human, plants, trees, continents, sea, ocean, lands, countries, mountains, cities, ground, animals, forests, desserts. - Teacher reads new vocabulary and give instructions to the students -Students repeat key words after Teacher in chorus then individually - Teacher stick flashcards in different order and remove flashcards one after another - Students brainstorm words with flashcards and say hidden words Well done! Teacher read the text “Our planet - Earth”. Students listen the text. After Teacher give tasks for students according text. Formative assessment: - hand out worksheets for matching activity - set a time limit of 5 minutes; monitor students’ progress - students matching and that they’ll have 7 mins for this task - go around the class, monitor and assist if necessary - in 12 mins collect the papers for further assessment; give students praising stickers for their work. - Match a word from the left column to make a collocation related to the text A B a tiny small or little to blame trend fertilizers emit recycle pressure Put these phrases in the correct place on the timeline of an investigation below: The planet Earth is only a tiny part of the universe. Excellent! Our planet (craft activity) Sheets of papers Flashcards Text “Our planet Earth” FA worksheets - introduce students to the idea of creating posters - students do a poster - after students defend posters - go back to the criteria and identify where the students are in terms of achieving lesson objectives: “Thumbs Up” if you think you understand “Thumbs down” if you feel you have questions. End 5 mins Posters Reflection Ask students to look at criteria they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. Good bye song Video 2 Students sing a good-bye song and dance Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Less able students – greater support by means of prompts, visuals or speaking difficult words More able students – independent work on listening and speaking tasks with little/no support Assessment – how are you planning to check learners’ learning? Set a time limit of 5 min. And monitor students progress Students matching and that they’ll have 7 min. for this task Go around the class monitor and assist if necessary In 12 min. collect the papers for further assessment, give students prising stickers Cross - curricular links ICT links Work with the SMART board Use markers for posters Flashcards, videos Biology, Geography Our Planet - Earth The planet Earth is only a tiny part of the universe, but it's the only place where human beings can live. Today, our planet is in serious danger. Acid rains, global warming, air and water pollution, over population are the problems that threaten human life on Earth. Who is to blame for the disaster? The answer is simple: all of us. Our forests are disappearing because they are cut down or burnt. If this trend continues, one day we won't have enough oxygen to breath. The seas are in danger. They are filled with poison: industrial and nuclear waste, chemical fertilizers and pesticides. The Mediterranean is already nearly dead; the North Sea is following. The Aral Sea is on the brink of extinction. If nothing is done about it, one day nothing will be able to live in the seas. Every ten minutes one kind of animal, plant or insect dies out for ever. If nothing is done about it, one million species that are alive today may soon become extinct. Air pollution is another serious problem. In Cairo just breathing the air is dangerous — equivalent to smoking two packs of cigarettes a day. The same holds true for many Russian cities. Factories emit tons of harmful chemicals. These emissions have disastrous consequences for our planet. They are the main reason for the greenhouse effect and acid rains. An even greater threat are nuclear power stations. We all know how tragic the consequences of the Chernobyl disaster are. Fortunately, it's not too late to solve these problems. We have the time, the money and even the technology to make our planet a better, cleaner and safer place. We can plant trees and create parks for endangered species. We can recycle litter. We can support green parties and put pressure on those in power. Together we can save the planet and all of us with it. Good morning dear trainer, representative and collegues! My name is Zhansaya surname is Yespolova. According subject program I planned to choose grade, unit and theme of my lesson. As you see on my presentation… Learning objectives that my lesson is contributing to speaking and listening abilities. For my Next step I have chosen lesson objectives that develop learners abilities and level of thinking skills. For productions lesson and learning objectives I used Piter Druker’s SMART criteria (1954): Specific – конкретная I specified my objectives Measurable – измеримая I measured it with assessment criteria Achievable – достижимая I achieved my lesson and learning objectives through 5 criteria Realistiс – реалистичная I used it in practice Timed - определенная по времени I timed my lesson and gave time learners to speak, to do tasks, to think, to create and assess each other. In terms the teaching and learning of English, and the learning of languages in general, active learning is demonstrated by a range of different types of activity where learners are engaged in a range of engaging physical and cognitive active activity task frameworks. In active learning I used methods of Collaborative learning, Regrouping, multi-media presentations, guided-discovery tasks and modeling. I structured group work that Improves learners interpersonal and communication skills, Improves acquisition of information and higher-level thinking skills also break down barriers between learners. I regrouping learners According synonyms of a word “World”. This method gives my learners determine theme of my lesson and distinguish synonyms of a word “World”. In Multi-media presentations I used Video “Whole world” which involves learners to develop of research, ICT skills and give own opinions. Grammar gaming where my learners are required to use target language in the Flashcards. I planned this task for extend the vocabulary and show link between theme “Our world”. Guided-discovery tasks creates the conditions for my learners to discover a language rule or pattern for themselves. According Text “Our planet - Earth” my learners develop listening skill, discuss and expands the horizons. In Craft activity “Our planet” my learners develop creative thinking skills, share with each other’s ideas, to design, to comment on other group’s opinion, to generalize theme and to present wall poster. In modeling I exposes learners to the content of the topic “Our planet – Earth ”and expert thinking simultaneously, also stimulates reflection on the processes of Matching phrases. I plan this task for found and sort out specific words, phrases from text, explain connections between words and phrases. In accordance criteria based assessment, I find out my learning objectives for speaking and listening skills. In order to improve speaking and listening skills I divide learners levels for all, some and most. We know that all Learners’ progress will be assessed in two ways: Formative Assessment (FA) and Summative Assessment (SA). For Formative Assessment I’ve chosen peer assessment and pointed assessment criteria to prove each other’s work. After each task I gave them praising stickers for All learners when they spoke key words or sentences on the topic “Our planet-Earth”, for Most learners when they Use specific vocabulary in the their speech or understand context, general idea of a text “Our planet-Earth”, for Some learners when they Give own worldview, do predictions for the future themselves and speak with grammar-lexical structure on a topic “Our planet-Earth”. After I returns an criteria and identify where my learners, in terms of achieving lesson objectives they showed “Thumbs Up” if learner think understand “Thumbs down” if learner feel have some questions. This feedback useful Check class understanding of what we are teaching. At the end of the lesson I have done reflection. I Asked learners to look at criteria they set at the beginning of the lesson and think a little and say what they did well in the lesson and what needs improvement. This reflection useful to motivate, to encourage and to raise their levels of thinking skills. Differentiation means different learning differently. In evidence I distinguish my learners by support, by assessment criteria, by tasks, by outcome and by learning styles. Less able students – greater support by means of prompts, visuals or speaking difficult words. More able students – independent work on listening and speaking tasks with little/no support. For Less able learners I helped with greater support through modeling words, showing flashcards, giving examples, repeating difficult words. For more able learners I helped with little or no support through sharing ideas, giving opinions or doing predictions on a topic “Our planet - Earth” and listening text, video or matching phrases. In Differentiation by assessment criteria my Learners will be able to listen video “Whole world” or text then understand some specific information, words, phrases, main points of the text “Our planet – Earth” and give opinions, comments, speak new vocabulary correctly and do craft activity, matching task according text “Our planet-Earth”. In Differentiation by task According to the video “Whole world ” and flashcards all learners will be able to listen ,understand new vocabulary According to the text “Our planet- Earth” and matching task most learners will be able to understand meaning , make collocation related to the text According to the craft activity “Our planet” some learners will be able to do predictions, give own opinions. In Differentiation by outcome FA worksheets: give learners praising stickers for motivation “Thumbs up”/ “Thumbs down” for checking my lesson What they did well…/ What needs improvement…. For checking learners progress According Learning styles For my audio learners: classroom discussions on a video “Whole world”, divide and work in three groups “World/Earth/Planet”, to ask questions on a video “Whole world” For my visual learners: flashcards and video “Whole world”, give learners time to sketch out ideas on a wall poster “Our planet”, use of coloured markers, pens or type of water-based paint For my Kinaesthetic learners: watching video “Whole world”, listening to explanations of flashcards, use flashcards for noting and sorting ideas, learning by doing, not just sitting. The Importance of micro-teaching We improving the pedagogical skills of English language in the context of the updated curriculum and the introduction of the system of criteria-based assessment. Teachers will know and understand: the structure of the curriculum and associated course plans, the content and progression of the curriculum, the purpose and layout of all documentation associated with the curriculum and its delivery, the model for assessment to be used with the curriculum, the appropriate pedagogy associated with the curriculum. Criteria-based assessment Teachers will use the results of formative and summative assessments in order to provide feedback to learners and to inform their parents on their child’s academic progress. I think Criteria-based assessment is very useful to teach English because learners and parents see their children’s progress, levels and Teachers can prove their works Influence of micro-teaching In micro teaching we are familiarized with handouts, handbook for teachers, subject programmes, CLIL book, assessment and lots of English evaluation activities. Also We do classroom activities, give own point of view, do predictions, do craft activities, make a poster, note sessions and work in groups. We use criteria in our lessons and show it in practice to raise students levels, skills and quality of English subject.
