Presenting the information through the ppt план урока
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Head of the department _______________ .
Long-term plan unit: 7.1.B Space and Earth
School: NIS Aktobe
Date: November, 25 2016
Teacher name: Aigul Koishigarina_
Number present:
Цель профессионального развития
Совершенствовать навыки говорения учащихся через постановку вопросов высокого порядка и использования времени ожидания.
Theme of the lesson Holidays in space
7.2.BSpace and Earth
Learning objectives(s) that this lesson is contributing to
7.R4 r e a d in d e p e nd e nt l yal i m i ted ra ngeof short simp l e f iction and non - fi c t i on te x ts
7. S 6 c om m unic a te m ea n ing c l e a r l y a t sen t e n c e a nd dis c oursele v e l duri n g , p a ir,g r oup a nd whole c lass e x c h a n g e s
7.UE8 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics
7.C9 use imagination to express thoughts, ideas, experiences and feelings
Lesson objectives
Students will use academic reading techniques to answer questions from a text.
Pracise the use of Past Continuous and Past Simple
Assessment criteria
Students will be able to:
Skim the text to match the headings
Scan the text to define the numbers and answer the questions
Differentiate Past Simple and Past Continuous
Value links
Respecting diversity of opinions, respect each other’s opinions; develop intercultural awareness through reading and discussion; use imagination to express thoughts, ideas, experiences and feelings
Cross curricular links
Physics, Kazakhstan in the modern World
Previous learning
Will for future predictions
Planned timings
Planned activities (replace the notes below with your planned activities)
Warm-up: Running dictation
In the future people will be able to go on vacations to space, the moon or even mars!
ss discuss the running dictation (RD) sentence
ss discuss what are the two best things and worst things about a space holiday
Pre-teach vocabulary in the reading:circular, screen, revolve, private (Face2Face pg 40)
IELTS reading tips for matching paragraphs to headings, turn the headings into questions using who, what, where, when, why and how. Give ss the headings/ show on board and have ss make questions, then show the ones below
a) space hotels What are space hotels?
b) going to the moon How will tourists go to the moon?
c) the future of tourism What is the future of space tourism?
d) the future space tourists Who were the first space tourists?
Tell ss that they will not read, but skim the text to match the headings. Give ss X minutes to do the matching
IELTS reading tips for who did what, tell ss that they scan the text for the names (proper nouns) in the question, when they find one they underline it/ circle it/ put a box around it.
Show ss the names on board Dennis Tito, Mark Shuttleworth, Eric Anderson and Gene Meyers and have ss scan and underline the names.
IELTS reading tips for what organization did what, tell ss we need to find out what company did something, elicit from them how we write the names of companies (they have capital letters), tell ss to scan the text for words with capital letters and circle the companies.
Tell ss they now have to find out what some numbers mean, elicit from them how to do this… hopefully they will say scan the text and underline them. Next give/ show ss the numbers and they answer the questions, ss pair check then T shows answers.
Students answer the question about the article.
Resources for writing science fiction story (writing frame, plan, word-bank, etc.):
Grammar: Past Continuous for interrupted actions
Students in groups are shown a sentence from the text and are presented the past continuous tense for interrupted actions in the past. T eacher may use a timeline for explanation.
Students describe the pictures using the past simple and the past continuous. – Discuss in pairs and pass (Red Murphy Unit 14)
Students complete the gaps using the past simple and the past continuous in groups – Coloured pens (Red Murphy Unit 14).
Follow-up: Choose the most difficult sentence and rewrite it to your copy-books.
Find Someone Who: What were you doing.
FB: Students tell the class about their peers.
Exit slips with these two questions:
-what did you finish today?
- what do you still need to finish?
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?
Health and safety check
Differentiation by support
- Formative assessment
Monitoring students speaking
-written exercises to check grammar
Health promoting techniques
Breaks and physical activities used.
Points from Safety rules used at this lesson.
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
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.
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
In 2001 an American, Dennis Tito, became the world’s first space tourist. He travelled to the international Space Station by rocket and stayed there for ten days. A year later South African millionaire, Mark Shuttleworth, went on the same trip. When he returned to Earth he said, “Every second will be with me for the rest of my life.” Both men paid $20 million for their holidays.
The company that organised their trips is called Space Adventures. Its president, Eric Anderson, thinks space tourism will be the next big thing. “Everyone’s looking for a new experience,” he says. In a few years he’s going to start selling rocket trips to the public for about $100,000.
Another company, The Space Island Group, is planning to build a circular hotel in space, like the spaceship in the film 2001: A Space Odyssey. It will have everything a normal hotel has, except that the bedrooms won’t have windows. This is because the hotel will revolve and people will feel sick if they look out of the window. Instead there will be screens showing pictures from space. Gene Meyers, the company’s president, thinks that in 2020 a five-day holiday at the hotel might cost only $25,000.
Other companies have even bigger plans. Bigelow Aerospace is spending $500 million on a plan to build a 700-metre spaceship to fly tourists to the moon. There will be 100 tourists on each trip and each person will have a private room with a view of the Earth’s sunset. The Hilton Hotel Group have even talked about building a hotel on the moon.
At the moment only millionaires can go on holiday in space. But one day you might be able to go there yourself – and it could be sooner than you think!
GET AWAY FROM IT ALL!
In 2001 an American, Dennis Tito, became the world’s first space tourist. He travelled to the international Space Station by rocket and stayed there for ten days. A year later South African millionaire, Mark Shuttleworth, went on the same trip. When he returned to Earth he said, “Every second will be with me for the rest of my life.” Both men paid $20 million for their holidays.
The company that organised their trips is called Space Adventures. Its president, Eric Anderson, thinks space tourism will be the next big thing. “Everyone’s looking for a new experience,” he says. In a few years he’s going to start selling rocket trips to the public for about $100,000.
Another company, The Space Island Group, is planning to build a circular hotel in space, like the spaceship in the film 2001: A Space Odyssey. It will have everything a normal hotel has, except that the bedrooms won’t have windows. This is because the hotel will revolve and people will feel sick if they look out of the window. Instead there will be screens showing pictures from space. Gene Meyers, the company’s president, thinks that in 2020 a five-day holiday at the hotel might cost only $25,000.
Other companies have even bigger plans. Bigelow Aerospace is spending $500 million on a plan to build a 700-metre spaceship to fly tourists to the moon. There will be 100 tourists on each trip and each person will have a private room with a view of the Earth’s sunset. The Hilton Hotel Group have even talked about building a hotel on the moon.
At the moment only millionaires can go on holiday in space. But one day you might be able to go there yourself – and it could be sooner than you think!
The state emblem presents the image of the raising sun over the flourishing valley. We can also see the wheat ears and branches of cotton. The legendary bird Semurg the symbol of the national rebirth.
Tashkent is the capital of Uzbekistan
Oliy Majlis or Parliament
Independence square metro station
The central Bank
the Tashkent city hokimiat
Central Asia is one of the most ancient regions habited by man and one of the oldest centers of human cultures, as attested by numerous relics. The territory of
present day Uzbekistan was the crossroads of Eurasia and a branch of the ancient Silk Road.
It connected Europe and China, passed through the oasis settlements of Kokand, Samarkand
Samarkand- The Gem of The East
Samarkand is the second largest city of Uzbekistan and is of the same age as Rome, Athens and Babylon - more than 25 centuries old. Ancient Arab manuscripts refer to it as the “Gem of the East”, Europeans called it the “The Land of Scientists”.
Shakhrisabz, the birthplace of Tamerlane, 160 km from Samarkand, is located in a small valley, surrounded by the foothills of the Pamir Mountains. It was only a small town at the time of Tamerlane, but at his behest, his descendants continued the development of Shakhrisabz long after his death.
Among the architectural monuments of Tamerlane's time there are the remains of the massive portal of the Ak-Saray Palace, which took 20 years to build and was destroyed by Abdulla Khan of Bukhara en the 17th century.
Uzbekistan oil and gas industry
- At present there have been 171 oil and gas fields discovered in Uzbekistan. Fifty one of them are being exploited for oil production, while other 27 for gas, and 17 for condensates.
- Totally, among the 171 discovered fields, 73 fields are producing hydrocarbons, 53 fields are prepared for development, and 35 fields are explored.
- The production of oil was exceeded 8 million ton and the production of gas 55.6 billion cubic metres.
- Putting into operation of the Bukhara Oil Processing Plant in August 1997 was the turning-point in the development of the country's oil processing industry. It was constructed in co-operation with the French Technip and Japanese Marubeni companies. The capacity of this plant is 2 million tonnes of oil per year.
- The implementation of the project on the reconstruction of the Ferghana Oil Processing Plant in co-operation with the Japanese Mitsui company will give an opportunity to process the highly sulphurous Uzbek oil and produce fuel, diesel oil and aircraft kerosene.
- The construction of the biggest gas and chemical complex in Central Asia for the polyethylene and ethylene production located in the Shurtan region, the Kyzil Kum desert, was a joint venture between a consortium of companies. These included AAB Lumus Global (USA), Mitsui and Nisho Ivai (Japan) and was another important step in the development of the oil and gas branch of Uzbekistan's industry. The construction of this plant gives the Republic an opportunity to solve its problem with polyethylene self-sufficiency, which is the basic product for the chemical industry.
National Holding Company “Uzbekneftgas” Uzbek Project and research Institute of oil and gas
“ UzLITIneftgas” consist of 40 departments.
Our institute “UzLITIneftgas” makes research projects for the oil and gas refineries, gas cleaning plants, provide technological schemes of the equipment and details for the refining and chemical industries.
My department refining oil and gas. Our department makes all calculations and measurements of any technological changes and projects.
Lessons 21-22. Theme of the lesson: Teacher Presentation and Discussion. How to analyze books.
Learning objectives(s) that this lesson is contributing to
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges
7.R3 understand the detail of an argument on a limited range of familiar general and curricular topics
Lesson objectives
All/Most: to read the text and answer the given questions, discuss on topic why some books are more popular than others
Some: to guess the books according the picture shown on the PPT
Language objectives
This lesson will focus on the development of reading and speaking skills
Value links
Respecting diversity of opinion
Cross curricular links
Active Board for demonstrating the PPT
Previous learning
Independent reading for pleasure
Assessment criteria
Descriptors
7.S6 Give your own opinion, prediction
7.R3 understand the text
S6 Give at least 2 opinion, prediction using phrases on the board
R3 answer the questions (no more than 1 mistakes)
Planned timings
Teacher activity
Learner activity
Differentiation
(W) (P) T introduces learning objectives and the theme for this lesson.
T shows on the PPT one by one the pictures, extract of video, some phrases based on the books of different famous authors. Ss need to guess according to each slide’s content from which book they are taken.
Ss greet the Teacher.
(W) (P) Ss follow T’s instructions.
Less able Ss and more/most able Ss are given numbers according T’s consideration
“Can you predict?”
Teacher tells students: ‘‘ Reading books, whether they be fiction or nonfiction, is a terrific pastime that is both fun and informative. However, analyzing books can help you get even more out of the books you read, both for fun and for academic purposes. Knowing how to analyze a book changes the way you interpret and understand books, and maybe even what they mean to you’. Then she/he shows ppt and explains how to analyze the book step by step.
Pre-reading task
Then she/he reminds students that they are going to continue reading the story about Robin Hood and gives some questions to discuss in pairs before reading it: 1 How many of Robin Hood's men do you know? What do you know about them? 2 What are a hood and a staff in your language? Which do you carry in your hand? Which do you put on your head?
Reading task
Then teacher divides students into 5 groups and spreads next 5 chapters of the book (1st group-6 chapter, 2nd group-7 chapter and so on)
Post-reading task
Teacher asks to finish these sentences orally and put in the right number of pounds. (One year, the Abbot of St Mary's gave Richard of Lee £…. . The next year, Sir Richard had to pay the abbot £. But he only had £ . so Robin Hood gave him £ . )
She/he tells learners to talk about Marian and her father. Who is braver? Why? What do you think about Friar Tuck? Is he a good churchman? Why (not)?
T monitors their discussion
Learners are shown the presentation and explained by teacher how to analyze the book step by step and asked to make notes on their copybooks.
Pre-reading task
Learners are asked to discuss in pairs 2 questions:1 How many of Robin Hood's men do you know? What do you know about them? 2 What are a hood and a staff in your language? Which do you carry in your hand? Which do you put on your head?
Reading task
Then students are divided into 5 groups and handed out next 5 chapters of the book (1st group-6 chapter, 2nd group-7 chapter and so on). Learners have to read and then sit in a circle discussing the questions given by teacher. (One year, the Abbot of St Mary's gave Richard of Lee £…. . The next year, Sir Richard had to pay the abbot £. But he only had £ . so Robin Hood gave him £ . )
She/he tells learners to talk about Marian and her father. Who is braver? Why? What do you think about Friar Tuck? Is he a good churchman? Why (not)?
Краткосрочный план урока по английскому языку в 7 классе. Тема урока "Computers".
Short term plan
Unit 2. Communication and technology
LESSON: Computers
School-gymnasium N 17
Subject: English
Date: 8 .10.17
Teacher: Netkachyova Tatyana Alexandrovna
CLASS: 7 “B”
Number present:
Learning objectives(s) that this lesson is contributing to
7.1.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
7.4.1.1- understand the main points in texts on a limited range of unfamiliar general and curricular topics
7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics
7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
7.3.2.1 - ask complex questions to get information about a limited range of general topics and some curricular topics
7.2.7.1- begin to recognize typical features at word, sentence and text level of a limited range of spoken genres
Lesson objectives
All learners will be able to:
read for specific information, understand the key words
Most learners will be able to:
read for specific information, use the key words in the speech
Some learners will be able to:
do a survey and make a graph, present survey results, present the poster
Language objectives
To read for specific information, to analyse and talk about survey results, to do a survey and make a graph, to present survey results
Value links
Respect and support classmates’ points of view and their choices
Smart board for presenting a PowerPoint Presentation, CD player
Pastoral Care
Students will be able to understand the importance of respecting values
Previous learning
GR: can/could-be able to, past habits (used to)
Planned timings
Planned activities
Class organisation
Warm-up and lesson objectives presentation
Guess the word. This is a technical device. You use it practically every day for typing, listening to music, playing games. I use it for my lessons. What is it? (A computer)
What association do you have when you hear “computer”? Possible answers: games, keyboard, the Internet.
Listen and repeat the key words: screen, webcam, speakers, mouse, keyboard, scanner, printer, DVD/CD drive. T-Cl
Vocabulary/Reading
Use the key words to make sentences about the items in the pictures, ex 1 p 22. E.g. We use a webcam to see people through the Internet. (“Hot chair” strategy) The class gives the definition and one pupil names the key word.
Look at the text. Read the title and the first sentence in each paragraph, and try to guess what is the text about, ex 2 p 22. Listen and check
Objective: understand the main points in texts on a limited range of unfamiliar general and curricular topics
Read the text and make the notes: “v” if you know this, “+” if the information is new, “-“ if the information doesn’t coincide your knowledge, “?” if you would like to learn more. (“Insert” strategy)
Discuss the results in pairs.
Read the text and answer the questions, ex 3 p 22
Would you like to live in such a house? Why? Why not? T-P1, P2
Objective: give an opinion at discourse level on a growing range of general and curricular topics
Divide into groups “scanner”, “printer”, “keyboard”.
In groups, design your ideal house, ex 3c p 22. Present your house to the class. Give the smile to the poster you liked best.
Physical exercises
Ex 4 p 23. Look at the graph. Use the key words and the phrases to talk about teenagers. Ask and answer the questions: How often do you use a computer? What do you use it for?
Ex 7 p 23. Do your classmates use their computers in the same way as American teenagers? Do a survey and make a graph to represent the results. Present the graph to the class.
Objective: ask complex questions to get information about a limited range of general topics and some curricular topics
Teacher focuses learner’s attention on the title of the unit.
Teacher shows the slide with a list of food.
Learners decide what food is healthy.
Power point presentation
Express your opinion
Teacher asks learners to express their opinions about salt, sugar, oil, meat, bread and butter.
Teacher tells the learners that they are going to read short texts about different nutrients in small groups. Teacher divides the class into groups of three.
Differentiation
Some of the words could be difficult for understanding oflearners so it is suggested to show the definitions of these words and give the examples.
Post-reading
Discuss the following question:
What picture shows carbohydrates, fat,
proteins and mineral-rich products?
Learners should discuss it and match the pictures and nutrients. Then they r ead some recommendations about food groups, which will be useful in their future life.
Learners fill in the gaps in the text with new vocabulary and check what they have already learnt about the healthy food.
Learners practice their speaking skills using phrases for expressing opinions
Learners find unknown words, write them down into their vocabularies, and then complete this table
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