(WC) Pre-reading
Exercise 1. SB p.72. Sts match the words with the definitions
2.bodily-kinaesthetic
|
|
b communicating well and being good with languages
|
3.musical
|
|
c understanding the emotions and needs of others
|
4.linguistic
|
|
d visualising space in the mind
|
5.logical-mathematical
|
|
e singing, playing or composing music
|
6.interpersonal
|
|
f understanding the natural world
|
7.intrapersonal
|
|
g using your body to solve problems or create something
|
8.naturalistic
|
|
h understanding your own emotions and needs
|
Reading:
Students read the text and do the tasks. Put sentences in the context correctly
(G/WC) Post-reading
Answer for the questions.
Why is Gardner's theory important for schools?
Which type of intelligence do you think best describes you? Why?
Do you agree with Gardner's theory? Why/Why not?
(GW) Dynamic break:
Student’s make a mind-map poster “Types of intelligences”. Justify what they have learned with 3-4 examples
|
PPT slide 3-4
HO1
https://www.youtube.com/watch?v=cf6lqfNTmaM
PPT slide 5
HO2
PPT slide 6
HO3
SB p.72
PPT slide 10
SB p.73
PPT slide 11
PPT slide 12
PPT slide 13
|
3 mins
|
( W) Plenary: Kahoot game
Answer for the quiz by using your computer\phone
|
https://kahoot.it/share/multiple-intelligences/27360f64-7bfa-4bf6-bfb0-bb00e1e4b046
|
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
ICT links
|
Group work
Individual work
Pair work
Different statements
Be critical in speaking task
| |
ICT links: use of PPP
Values links with the NIS value of fostering intellectual growth
|
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?
|
Long-term plan: Collaborate task 1
|
School:
|
Date:25.02.2022
|
Teacher name:
|
CLASS: 11
|
Number present:
|
absent:
|
Learning objectives(s) that this lesson is contributing to
|
S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
R1 understand main points in extended texts on a range of unfamiliar general and curricular topics
S7 жалпы және оқу бағдарламаларының ауқымы бойынша сөйлеу үшін сәйкес пәндік сөздік пен синтаксисті пайдаланады.
R1 таныс емес жалпы және оқу бағдарламаларының ауқымындағы кеңейтілген мәтіндердің негізгі ойларын түсінеді.`````
|
Lesson objectives
|
All learners will be able to:
Understand types of multiple intelligence
Use some agree or disagree statements
Create headings to the paragraph
Most learners will be able to:
Know the specific of types of multiple intelligence
Agree or disagree with the statement
Understand the specific information of the paragraphs
Some learners will be able to:
Compare and analyze types of multiple intelligence
Provide argumentative position on the given statements
Combine all text as one
|
Assessment criteria
|
Listening:
Understand meaning of 4 notions
Speaking:
Use expressions of agreement/disagreement/opinion
Speak for 1 minutes non-stopping
Reading:
Create headings to the paragraphs
6 out of 8 are matched correctly
|
Value links
|
Tolerance
|
Cross curricular links
|
Cross-curricular links with Psychology
|
ICT skills
|
|
Previous learning
|
Where does creativity come from?/ Creativity VS Knowledge
|
Plan
|
Planned timings
|
Planned activities
|
Resources
|
Beginning
3 min
|
(WC) Class Organization+ Guessing the topic according to the pictures and words:
(WC)Introduction of Learning and Lesson Objectives
|
PPT slide 1-2
|
5 min
7 mins
5 min
7 mins
3 min
7 min
|
(WC) Warm-up:
Listening. Multiple intelligence?
Sts watch a video about multiple intelligence two times and fill the table about features of different types of multiple intelligence. Student A fills only his information. Students B –his one. Then sts can exchange or check together who is who. Who is musical or logical. (Use slide 4 for support)
(I/W) Test. Multiple intelligence?
Sts do the test for identifying their type of intelligence
(P) Chain discussion
Sts get a list of words how to express agreement/disagreement/ own opinion. They look through all the expressions. Sts stand into two lines face to each other. T shows a statement which sts discuss during 2 minutes (1 minute for st to justify his/her position on the given statement). When sts discuss one quotation they switch partner by making one-step left.
(WC) Pre-reading
Exercise 1. SB p.72. Sts match the words with the definitions
2.bodily-kinaesthetic
|
|
b communicating well and being good with languages
|
3.musical
|
|
c understanding the emotions and needs of others
|
4.linguistic
|
|
d visualising space in the mind
|
5.logical-mathematical
|
|
e singing, playing or composing music
|
6.interpersonal
|
|
f understanding the natural world
|
7.intrapersonal
|
|
g using your body to solve problems or create something
|
8.naturalistic
|
|
h understanding your own emotions and needs
|
Reading:
Students read the text and do the tasks. Put sentences in the context correctly
(G/WC) Post-reading
Answer for the questions.
Why is Gardner's theory important for schools?
Which type of intelligence do you think best describes you? Why?
Do you agree with Gardner's theory? Why/Why not?
(GW) Dynamic break:
Student’s make a mind-map poster “Types of intelligences”. Justify what they have learned with 3-4 examples
|
PPT slide 3-4
HO1
https://www.youtube.com/watch?v=cf6lqfNTmaM
PPT slide 5
HO2
PPT slide 6
HO3
SB p.72
PPT slide 10
SB p.73
PPT slide 11
PPT slide 12
PPT slide 13
|
3 mins
|
( W) Plenary: Kahoot game
Answer for the quiz by using your computer\phone
|
https://kahoot.it/share/multiple-intelligences/27360f64-7bfa-4bf6-bfb0-bb00e1e4b046
|
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
ICT links
|
Group work
Individual work
Pair work
Different statements
Be critical in speaking task
|
Observing;
Assessment-criteria for writing and speaking activity;
filling table while listening
matching sentences with the paragraph
|
ICT links: use of PPP
Values links with the NIS value of fostering intellectual growth
|
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?
|
Long-term plan: Collaborate task 1
|
School:
|
Date:25.02.2022
|
Teacher name:
|
CLASS: 11
|
Number present:
|
absent:
|
Learning objectives(s) that this lesson is contributing to
|
11S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
11R1 understand main points in extended texts on a range of unfamiliar general and curricular topics
S7 жалпы және оқу бағдарламаларының ауқымы бойынша сөйлеу үшін сәйкес пәндік сөздік пен синтаксисті пайдаланады.
R1 таныс емес жалпы және оқу бағдарламаларының ауқымындағы кеңейтілген мәтіндердің негізгі ойларын түсінеді.`````
|
Lesson objectives
|
All learners will be able to:
Understand types of multiple intelligence
Use some agree or disagree statements
Create headings to the paragraph
Most learners will be able to:
Know the specific of types of multiple intelligence
Agree or disagree with the statement
Understand the specific information of the paragraphs
Some learners will be able to:
Compare and analyze types of multiple intelligence
Provide argumentative position on the given statements
Combine all text as one
Барлық оқушылар орындай алады:
Көп интеллект түрлерін түсіну
Кейбір келісетін немесе келіспеген мәлімдемелерді пайдаланыңыз
Абзацқа тақырыптар жасаңыз
Оқушылардың көпшілігі орындай алады:
Көп интеллекттің нақты түрлерін білу
Мәлімдемемен келісіңіз немесе келіспейсіз
Параграфтардың нақты ақпаратын түсіну
Кейбір оқушылар орындай алады:
Көп интеллект түрлерін салыстыру және талдау
Берілген мәлімдемелер бойынша аргументативті позицияны көрсетіңіз
Барлық мәтінді бір етіп біріктіріңіз
|
Assessment criteria
|
Listening:
Understand meaning of 4 notions
Speaking:
Use expressions of agreement/disagreement/opinion
Speak for 1 minutes non-stopping
Reading:
Create headings to the paragraphs
6 out of 8 are matched correctly
|
Value links
|
Tolerance
|
Cross curricular links
|
Cross-curricular links with Psychology
|
ICT skills
|
|
Previous learning
|
Where does creativity come from?/ Creativity VS Knowledge
|
Plan
|
Planned timings
|
Planned activities
|
Resources
|
Beginning
3 min
|
(WC) Class Organization+ Guessing the topic according to the pictures and words:
(WC)Introduction of Learning and Lesson Objectives
|
PPT slide 1-2
|
5 min
7 mins
5 min
7 mins
3 min
7 min
|
(WC) Warm-up:
Listening. Multiple intelligence?
Sts watch a video about multiple intelligence two times and fill the table about features of different types of multiple intelligence. Student A fills only his information. Students B –his one. Then sts can exchange or check together who is who. Who is musical or logical. (Use slide 4 for support)
(I/W) Test. Multiple intelligence?
Sts do the test for identifying their type of intelligence
(P) Chain discussion
Sts get a list of words how to express agreement/disagreement/ own opinion. They look through all the expressions. Sts stand into two lines face to each other. T shows a statement which sts discuss during 2 minutes (1 minute for st to justify his/her position on the given statement). When sts discuss one quotation they switch partner by making one-step left.
(WC) Pre-reading
Exercise 1. SB p.72. Sts match the words with the definitions
1.spatial
|
|
a seeing relationships between symbols and actions
|
2.bodily-kinaesthetic
|
b communicating well and being good with languages
|
3.musical
|
c understanding the emotions and needs of others
|
4.linguistic
|
d visualising space in the mind
|
5.logical-mathematical
|
e singing, playing or composing music
|
6.interpersonal
|
f understanding the natural world
|
7.intrapersonal
|
g using your body to solve problems or create something
|
8.naturalistic
|
h understanding your own emotions and needs
|
Reading:
Students read the text and do the tasks. Put sentences in the context correctly
(G/WC) Post-reading
Answer for the questions.
Why is Gardner's theory important for schools?
Which type of intelligence do you think best describes you? Why?
Do you agree with Gardner's theory? Why/Why not?
(GW) Dynamic break:
Student’s make a mind-map poster “Types of intelligences”. Justify what they have learned with 3-4 examples
|
PPT slide 3-4
HO1
https://www.youtube.com/watch?v=cf6lqfNTmaM
PPT slide 5
HO2
PPT slide 6
HO3
SB p.72
PPT slide 10
SB p.73
PPT slide 11
PPT slide 12
PPT slide 13
|
3 mins
|
( W) Plenary: Kahoot game
Answer for the quiz by using your computer\phone
|
https://kahoot.it/share/multiple-intelligences/27360f64-7bfa-4bf6-bfb0-bb00e1e4b046
|
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
ICT links
|
Group work
Individual work
Pair work
Different statements
Be critical in speaking task
|
Observing;
Assessment-criteria for writing and speaking activity;
filling table while listening
matching sentences with the paragraph
|
ICT links: use of PPP
Values links with the NIS value of fostering intellectual growth
|
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?
|
