Endangered species: Saiga

Габдукалиева Жанат Галимжановна
г. Уральск, КГУ «СОШ №19»
245
Английский язык
Тема:
Endangered species: Saiga

Learning objectives(s):

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

8.4.7.1recognise typical features at word, sentence and text level in a range of written genres

Lesson objectives:

Learners will be able to:

- list facts about saiga;

- predict the content of the article;

- identify the reasons;

- offer solutions.

Assessment criteria:

Learners have met 8.4.2.1 if they can identify the reasons and the function.

Learners have met 8.4.7.1if they can complete the sentences with the correct words.

Value links:

Responsibility

Cross curricular links:

Geography, Biology

Previous learning:

Regions of Kazakhstan, habitats

 

Plan

Planned timings

Planned activities

Resources

Beginning

 

10 min

Org. moment: Greeting learners

Divide into groups ‘Nature’ and World”.

At the beginning of the lesson I want to ask your attention to this golden rules:

- Be active

- Be attention

- Be emotional

- Don’t say I don’t

- First think then speak

Find out your piece of picture

(P, G, W) Warm upLet’s start our lesson And now We are watching video look at the whiteboard. Pupils what do you think what about this video?

The theme of our lesson is Endangered species

What are facts about animals do you know?

Elicit learners’ ideas and write some of them on the board. If learners struggle to express themselves in English, allow them to use their first language.

Label the pictures. Which animal do you like best?

Label the map. Work in pairs. Say which animals live in each continent.

 

Power Point presentation

https://twig-bilim.kz/ru/film/endangered-species

 

 

https://bilimland.kz/ru/courses/english-language/core-curriculum-for-english/year-8/lesson/062-i-know-tigers-are-endangered

Middle

 

15 min

 

 

 

 

 

10 min

W) Pre-reading task

Show learners the headline “200,000 Endangered Antelope Died. Now We Know Why”. Ask them to predict what the whole article is going to be about.

And now I’ll give you text

Ask learners to read the article for the first time and check whether their predictions were correct. Ask learners to ignore the unknown words, they are reading for a gist, for overall idea.

Learners work in pairs and match words with their meaning. They should use the article which is supposed to help them to understand the meaning of these words.

Differentiation: give more able learners to match words with the definitions. Less able learners can match words with their Russian/Kazakh translation.

Check the understanding of the new words with the whole class.

 

(I, P, W) Reading:

Learners read the article about saiga second time. They should identify the following information:

· reasons which led to mass die-off;

· reasons why the number of saiga is declining;

· the function of their nose.

Learners complete the table. Then they can compare and discuss their tables. Discuss the answers with the whole class.

After reading give learners sentences with missing words and ask them to complete the sentences. This exercise allows learners to practice using new words.

Ask learners to discuss the following questions: I’ll give you a poster You should protect

1. You are members of parliament.

You should make laws concerning the environmental protection

2. You are the members of Green Peace organisation.

How can you help saigas in order to save them?

 

 

 

 

 

Handout 1

 

 

Handout 2

 

 

 

 

Handout 3

End

5 min

Reflection:

Learners answer some questions about today’s lesson:

What was the most difficult part of the lesson?

What can we do next time to help you?

 

 

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?

 

Differentiation by task.

Differentiation by support.

Teacher formatively assesses learners reading skill.

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If learners are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

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?

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)?

1:

 

2:

 

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

1:

 

2:

 

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?

 

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