Smarter Than the Average House — КСП, план урока, Английский язык, 7 класс
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Краткосрочный план
| Раздел |
Reading and Speaking: Technology and the Future
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| Тема урока |
Smarter Than the Average House
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| Класс |
7
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| Цели обучения в соответствии с учебной программой |
7.4.2.1 – understand specific information and detail in texts on a range of familiar general and curricular topics
7.1.2.1 использовать навыки говорения и аудирования для обеспечения обратной связи одноклассникам
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| Цели урока |
Students know the main idea and specific details of a text about a smart house.
Students identify how technology makes a house intelligent, efficient, and safe.
Students use evidence from the text to answer comprehension questions.
Students give brief oral feedback on a classmate’s ideas using polite language.
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| Ценности |
Responsibility is developed through considering how technology can improve safety, energy efficiency, and comfort without harming the environment. Cooperation and respect are developed through pair work, listening, and constructive peer feedback.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Organizational Warm-Up 3 minutes |
Organisational moment:
Greets students, checks attendance, and creates a focused learning atmosphere.
Displays the lesson title and asks students to predict what a “smart house” might do.
States the lesson objectives: finding specific information, discussing technology, and giving peer feedback.
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Students greet the teacher and prepare their notebooks. Students share one prediction about a smart house. Students listen to the lesson objectives and identify one personal learning target. | One relevant prediction — 1 point. One clearly stated personal learning target — 1 point. Stage maximum — 2 points. | board, notebooks |
| Introducing the Problem 4 minutes |
Problem statement:
Presents the problem: “A house can now control lights, temperature, security, and energy use. Is a smart house really better than an ordinary house?”.
Asks students to choose an initial position: yes, no, or it depends.
Invites two or three students to justify their choice with one reason.
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Students choose an initial position about whether a smart house is better than an ordinary house. Students justify their position with one reason. Students listen respectfully to different opinions. | Choice of a position — 1 point. Relevant justification — 1 point. Respectful response to a classmate — 1 point. Stage maximum — 3 points. | board, opinion cards |
| Explaining New Material 8 minutes |
New material explanation:
Introduces the key terms: smart house, sensor, energy-efficient, security system, voice control, automated, and reduce waste.
Explains that specific information means an exact fact, detail, number, function, or example from a text.
Models the reading strategy: preview the title, scan for key words, locate the relevant sentence, and check the answer in context.
Uses the presentation to show a smart-house diagram and the reading text about a house that adjusts lighting, temperature, security, and energy use.
Demonstrates how to find one detail in the text: “The sensors swit…
Слайд 1 — Smarter Than the Average House
Слайд 2 — A house can switch off lights, adjust its temperature, and warn people about unusual acti…
Слайд 3 — By the end of this lesson you will be able to…
Слайд 4 — A smart house uses connected technology to monitor conditions and control devices.
Слайд 5 — A smart house can adjust lighting and temperature when sensors detect changes.
Слайд 6 — A smart house can improve comfort, save energy, and support safety, but it also depends o…
Слайд 7 — To find a specific detail, first preview the title and predict the topic.
Слайд 8 — Use evidence rather than a general opinion when answering a reading question.
Слайд 9 — Main idea: A smart house uses technology to make everyday living more comfortable, effici…
Слайд 10 — What is the difference between the main idea and a specific detail in the smart-house tex…
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Students repeat and record the key terms. Students identify the difference between a main idea and a specific detail. Students follow the model by locating the sentence about the lights in the text. Students explain which words helped them find the answer. | Correct meanings of four key terms — 1 point each, max 4 points. Correctly identifying a specific detail — 1 point. Correctly naming two reading-strategy steps — 1 point each, max 2 points. Stage maximum — 7 points. | |
| Checking Text Details 6 minutes |
Questions to the class:
What is the main idea of the text?
Which devices control the temperature and lighting?
How does the house help the family save energy?
What does the security system do when it detects unusual movement?
Give one advantage and one possible disadvantage of living in a smart house.
Answers:
The text explains how technology makes a house more comfortable, safe, and energy-efficient.
Sensors and a central computer control the temperature and lighting.
The house turns off unused lights and adjusts heating or cooling automatically.
It sends an alert to the homeowner or activates a secur…
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Students answer the questions using complete sentences. Students refer to the text to find exact evidence. Students compare their answers with a partner. Students listen to the expected answers and correct their work. | Correct main idea — 1 point. Correct answer about temperature and lighting — 1 point. Correct energy-saving detail — 1 point. Correct security-system detail — 1 point. One justified advantage and one justified disadvantage — 2 points. Stage maximum — 6 points. | reading text, board, notebooks |
| Smart House Challenge Game 7 minutes |
Instructions:
Divides the class into small teams and gives each team situation cards.
Explains the game: teams match a household problem with the most useful smart-house solution and justify the match.
Uses situations such as “Nobody is at home,” “The room is too hot,” “A window opens at night,” and “The family uses too much electricity.”.
Awards one point for a logical match and one point for a clear explanation.
Asks teams to listen to another team’s explanation and give one positive comment.
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Students work in teams to match each situation with a smart-house solution. Students explain why a sensor, automated system, or device is suitable. Students listen to another team’s explanation. Students give one positive comment using “Your idea is effective because…” | Four logical problem-solution matches — 1 point each, max 4 points. Two clear explanations — 1 point each, max 2 points. One relevant peer comment — 1 point. Stage maximum — 7 points. | |
| Individual Reading Assignment 7 minutes |
Distributes an individual assignment based on the reading text.
Asks students to complete a table with three columns: smart feature, specific detail from the text, and benefit.
Requires students to write one sentence explaining whether they would like to live in a smart house.
Monitors work and supports students who need help locating evidence.
Reminds students to copy information accurately from the text rather than guessing.
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Students complete the table independently. Students record three smart features and accurate details from the text. Students identify one benefit for each feature. Students write one supported opinion about living in a smart house. | Three correctly identified smart features — 1 point each, max 3 points. Three accurate text details — 1 point each, max 3 points. Three correctly matched benefits — 1 point each, max 3 points. Supported personal opinion — 1 point. Stage maximum — 10 points. | |
| Knowledge Check Quiz 5 minutes |
Gives students a short five-item quiz based on the text and key vocabulary.
Reads the instructions: choose the correct answer or complete the sentence with information from the text.
Checks answers orally after students finish and briefly explains the two most common errors.
Asks students to exchange papers and mark answers using the displayed answer key.
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Students complete five quiz items independently. Students select or write answers using information from the text. Students exchange papers and check answers with the answer key. Students identify one answer they need to improve. | Five correct quiz answers — 1 point each. Stage maximum — 5 points. | |
| Reflection 5 minutes |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
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Students complete the "Reflection" reflection and assess their understanding of the topic. | Final position supported by a text detail — 2 points. Completion of three reflection statements — 1 point each, max 3 points. Identification of one improved reading skill — 1 point. Stage maximum — 6 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Students should handle classroom devices, cards, and printed materials carefully and keep cables and bags out of walkways. During group work, students should remain seated or move only when instructed, maintaining respectful personal space. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 7 класс
- Язык
- Английский
- Направление обучения
- Гуманитарное
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