Preliminary
knowledge
Previously, students studied the structure of blood, types of blood cells, types
and functions of leukocytes, the concept of immunity, the mechanism of
phagocytosis, humoral immunity. Activation of an existing level is carried out
through group work, during which students will find a match between the
types of immunity and their characteristics.
Plan
Time
Planned activities
Resources
Beginni
ng
5 min
(W)
Organizational moment
- Teacher greets students; students respond to greeting and take their
places.
- grouping by atoms and molecules, tidying up the students
Questions:
№1-What are the types of leukocytes? (neutrophils, lymphocytes,
monocytes, eosonophiles, basophils)
№2- What is immunity? (The ability of immunitet system to resist
infectious diseases, bacteria, viruses)
№3-What methods does the leukocyte protect against the body? (Leucocytes
protect the body in two different methods . They are cellular immunity and
humoral immunity)
№4- Who Has Revealed the Theory of Immunity? (The theory of immunity
was made by Russian scientist Mechnikov and German scientist Erlich. They
received the Nobel Prize in 1908.)
№5- What is the difference between cellular and humoral immunity? (The
cellular immunites are leukocytes, which digest viruses and bacteria, a
humoral immunites wich allow the body to remember and recognize
phatogens )
Middle
(30 min)
5 min
1 min
6. Video «Immunity types»
Questions:
4.
What the video said
5.
What do you think today's topic?
6.
What types of Immunities are spoken on this video?
7.
Working with terminological words
Туа біткен
innate
Врожденный
Жасанды
иммунитет
acquired
Приобретенный
Емдік сарысу
healing serum
Целебная сыворотка
Вакцина
vaccine
Вакцина
https://www.
youtube.com/
watch?v=lMI
jCKKWask
348
13 min
5 min
Егу
Injection
Инъекция
Белсенді
иммунитет
Active immunity
Активный
иммунитет
Әлсіз иммунитет
Passive immunity
Пассивный
иммунитет
8.
Group work
Importance of
vitamins in immunity
Time of strain
The immunity level
of the Zhanaozen
peoples
Poster
Semantic card
Graphics, diagrams
Group work descriptors
2-Топ
Дескриптор
б
а
л
л
1
Жас ерекшелігін сәйкес екпелерді
алудың кестесін құра алады
1
2
Жас ерекшелікке сәйкес екпелерді
алудың себебін түсіндіреді
1
3
Иммунитет түрлерін ажырата
айтады
1
3-Топ
Дескриптор
б
а
л
1-Топ
Дескриптор
б
а
л
л
1
Иммунитетке витаминдердің
байланысын түсіндіреді
1
2
Витаминдердің адам ағзасына
пайдасын біледі
1
3
Иммунитет түрлерін ажырата
айтады
1
immunitet
accumulation
in the human
body
information
in the
textbook
Additional
information
№ 1
Additional
information
№ 2
https://quizlet
.com/live
349
8 min
л
1
Жаңаөзен халықтарының
иммундық тапшылықтан
туындайтын ауру түрлеріне
пайыздық диаграмма құрастыра
біледі
1
2
Иммунитет түрлерін ажырата
біледі
1
3
Иммунитетті көтеруге арналған
ұсыныстар айта біледі.
1
9.
Сonclusion on the topic
Acquired
Приобретенный
Acquired immunity
Antibodies
Active immunity
hepatitis
Induced active immunity
Vaccine
Induced passive immunity
Serum
Innate
Врожденный
Innate immunity
Breastfeeding
Acquired active immunity
Приобретенный активный
иммунитет
Natural passive immunity
Природный пассивный
иммунитет
Passive immunity
Әлсіз иммунитет
Активный иммунитет
active immunity
Антигены
antigens
антитела
Antibodies
Иммунная система
Immune system
Инъекция
Injection
Пассивный иммунитет
Passive immunity
Сыворотка
Serum
10. Test task
Additional
information
№3
Appraisal-
https://www.z
ipgrade.com/
End
3 min
(W)
Reflection for lesson
Home work:
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
350
For less able students teacher may provide in
L1 for better understanding and memorizing.
To challenge more able students teacher may
organize face-to-face dialog with various
types of greetings and personal questions
By means of oral
formative assessment –
students work in pairs
making dialogs – teacher
monitors for assessment
Work with the SMART
board not more than 10
minutes
Monitor classroom space
when students start
moving around
Make short breaks while
writing
Use water based markers
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?
Lessons aims were realistic.
Not every learner achieved the aim.
I didn’t stick to the timing. One task wasn’t done.
I used the tasks from different learning sites.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: Work with terminology in three languages
2: Project work helps the learners work collaboratively
What two things would have improved the lesson (consider both teaching and learning)?
1: Quizlet.live tasks improved learners skills
2: Video about immunity helped learners to understood the meaning of the material
What have I learned from this lesson about the class or achievements/difficulties of individuals that
will inform my next lesson?
3. All learners couldn’t manage with the language
4. Level tasks should be worked out
351
СОДЕРЖАНИЕ
Введение
177
1
Опыт работы специализированных школ-гимназий, лицеев для
одаренных детей по трехъязычному образованию ..........................
178
2
Опыт работы общеобразовательных школ Казахстана по
трехъязычному образованию .............................................................
248
3
Опыт работы малокомплектных школ по трехъязычному
образованию .........................................................................................
336
Заключение ...................................................................................................... 343
Приложение ..................................................................................................... 346
352
Үштілді білім шеңберінде мектеп мұғалімдері мен педагогикалық
ұжымдарының табысты тәжірибелерінің оқу-әдістемелік
материалдар жинағы
Сборник учебно-методических материалов
успешных практик учителей и педагогических коллективов школ в
рамках трехъязычного образования
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