Әдістемелік жұмыстар - Сш им Чкалова

3 min
8min
3 min
5 min
10 min

End
3 min Lead in: brainstorm (learners name the words which
associate with a Solar system)

Pre- task: (activating prior knowledge: to check if learners
understand the specific terms)

Task 1. Listen to the definitions and complete the card
word sun comet satellite dwarf planet asteroid orbit
№ 2 4 5 1 6 3

Descriptor: learners listen to the definitions and put its number
under the appropriate word
1. dwarf planet- a planetary object that is too small to be a full planet
2. sun- it’s the star, the center of the solar system
3.orbit- the way through which objects in space revolve
around the Sun
4.comet- a small frozen mass of dust and gas revolving
around the sun
5.satellite- a natural body that revolve around the planet, we call
it the moon
6.asteroid- a small rocky celestial body

Formative peer assessment of the task : (after completing the task
students change the cards and check each other’s works)
put "˅” if the answer is right, and "-” if it is wrong

Warm-up: students look at the picture and make sentences using words from task 1

Presentation: show an animated cartoon about the Solar system
(while watching learners will do task 2)

Task2. Controlled comprehension check
differentiation (learners try to cope with as many
levels of the task as they can do)

Criteria for learners’ self assessment (after watching a presentation
video students will check themselves)
A level: identify the planets of the solar system;
B level: define the corresponding characteristics of planets
C level: identify the number and names of dwarf planets

Descriptor:

- for level A learners write the names of planets in right order
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

- for level B learners match planets with the descriptions
Earth- the third and the only planet in our Solar system which has
life;
Mercury- is the closest and the smallest planet of the Solar system;
Venus- the second planet from the sun, it’s the hottest and brightest
one;
Mars- is the fourth planet. It’s red planet;
Jupiter- is the largest planet of the Solar system;
Saturn- the sixth planet, it has rings around it;
Uranus- is the seventh planet of our Solar system. It’s an ice- giant;
Neptune- is the last planet and second ice- giant as Uranus

- for level C learners write the names of dwarf planets
1-Pluto; 2- Ceres; 3- Haumea; 4- Makemake; 5- Eris

Task 3. Students in pairs read the text and find out extra sentences which don’t relate to the topic:
What Is The Solar System?
The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar System also consists of moons, comets, asteroids, dwarf planets, dust and gas. Air and soil is polluted. Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98% of all the material in the Solar System. People should save the energy and water. The larger an object is, the more gravity it has. Because the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards it. If we don’t take care of our environment the world will die.

Follow up:

Task4. freer controlled practice (learners use formal and
informal registers in their talk on a limited range of
general and curricular topics)
Learners make inner and outer circle standing face to face. Learners should ask and answer each other questions about the Solar system by the time teacher claps her hands, then learners should change the partner making a move on and continue the activity with other partner (pair work)

Then learners answer the teacher’s questions (the whole class):
1. How many planets are there in the Solar system?
2. What are the first four planets from the sun?
3. We call them inner planets, why?
4. What are the next four planets of the Solar system?
5. We call them outer planets, why?

Divide learners into 2 groups: Inner planets and outer planets

Task5. Free controlled practice ( participate in the discussion,
provide a point of view, present logically connected
information with ideas of other participants)

Each team will prepare the presentation about their (Inner/Outer) planets. Learners can get more information than they’ve learnt from the video. There are stickers with particular information about planets on the walls. Red stickers for Inner planets and blue for Outer planets. Students should choose 1 writer in each team, other members will be readers. Readers in turn will run to the stickers read and go back to tell their writers the information to write. Then they will have time to discus and connect it for presentation.

Formative peer assessment of presentations: teams assess each other with short comments

Feedback :
Learners reflect on the lesson in a form of cinquain about the Solar system

Resources

Task 1. Listen to the definitions and complete the card
word sun comet satellite dwarf planet asteroid orbit
№

Task 2.

Learner’s name_________________________________

A. Complete the blanks with the names of planets:

B. Match the names of the planets with the descriptions

a) Neptune 1) is the closest and the smallest planet of the Solar system
b) Jupiter 2) the second planet from the sun, it’s the hottest and brightest one
c) Saturn 3) the third and the only planet in our Solar system which has life
d) Mercury 4) is the fourth planet. It’s red planet
e) Venus 5) is the largest planet of the Solar system
f) Uranus 6) the sixth planet, it has rings around it
g) Earth 7) is the seventh planet of our Solar system. It’s an ice- giant
h) Mars 8) is the last planet and the second ice- giant as Uranus

C. Write the names of dwarf planets: ________________________________________________________________________________________________________________________________________________________________________

Task 3. Find out extra sentences which don’t relate to the topic

What Is The Solar System?
The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar System also consists of moons, comets, asteroids, dwarf planets, dust and gas. Air and soil is polluted. Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98% of all the material in the Solar System. People should save the energy and water. The larger an object is, the more gravity it has. Because the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards it. If we don’t take care of our environment the world will die.

Reflection:

Cinquain
1. Solar system
1. (two adjectives)
2. (three verbs)
3.(a phrase)
4.(synonym)_______________