Term 1 |
School: Kizilzhar |
|||||||||||||||||||||||||||||||||||
Date:_ |
Teacher’s name: Utarshaeva Ainur Kairatovna
|
|||||||||||||||||||||||||||||||||||
Grade 8 |
Number present: |
Number absent: |
||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Efficiency of thermal engine |
|||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
- use appropriate subject-specific vocabulary and talk about a range of general topics, and some curricular topics. -Explain to Efficiency of thermal engine; -apply formula of Thermal Efficiency for problem solving. |
|||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|||||||||||||||||||||||||||||||||||
· Understand Efficiency of thermal engine · Pronounce and name some words according to the topic. · Recognize the theme and grammar material. |
||||||||||||||||||||||||||||||||||||
Most learners will be able to: |
||||||||||||||||||||||||||||||||||||
· Write short sentences in a paragraph. · Answer the questions. · Do exercises with grammar material. |
||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
||||||||||||||||||||||||||||||||||||
· Speak about quantities of things people use. |
||||||||||||||||||||||||||||||||||||
Language objectives |
Talk about quantities of things people use. |
|||||||||||||||||||||||||||||||||||
Value links |
Cooperation, respect each other's opinion, functional literacy. |
|||||||||||||||||||||||||||||||||||
Cross curricular links |
Biology,chemistry. |
|||||||||||||||||||||||||||||||||||
Previous learning |
Previously learned vocabulary on the topic "HEAT ENGINE". |
|||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||||||||||||||||||||||||||
Intercultural awareness |
Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world. |
|||||||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||||||||||||||||||||||||||||
Plan |
||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||||||
Beginning the lesson |
Good morning everyone. I see you have a good mood. Warm up. Stand up and repeat after me. Move as a car, washing machine, plane,Thanks, sit down.
Start thinking p.8. Answering questions. 1.What is HEAT ENGINE ? 2.Explain the first law of thermodynamics?
|
Book
Definition |
||||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.8. Brainstorming.
tps://spiral.ac/teacher/planning
As a result of this statement, we define the thermal efficiency, ηth, of any heat engine as the ratio of the work it does, A, to the heat input at the high temperature, QH. Since energy is conserved according to the first law of thermodynamics and energy cannot be be converted to work completely, the heat input, QH, must equal the work done, W, plus the heat that must be dissipated as waste heat QC into the environment. Therefore we can rewrite the formula for thermal efficiency as: ηth = A / QH * 100% The thermal efficiency, ηth, represents the fraction of heat, QH, that is converted to work. It is a dimensionless performance measure of a heat engine that uses thermal energy, such as a steam turbine, an internal combustion engine, or a refrigerator.
Ex.2 p.8. Recognizing vocabulary. Work – жұмыс - работа Work output- шығу жұмысы – работа выхода Efficiency Ratio Friction-үйкеліс коэффициентінің тиімділігі – коэффициент эффективности трения Steam turbine-бу турбинасы – паровая турбина An internal combustion engine-Іштен жану қозғалтқышы – двигатель внутреннего сгорание A refrigerator – тоңазытқыш - холодильник Mechanical energy – механикалық энергия – механческая энергия Irreversibility of Processes – қайтымыз процесс- необротимый процесс
Giving the Ex.3 p.8. Fill in the blanks with appropriate words. 1. The thermal ______________ (efficiency), ηth, represents the fraction of ________(heat), QH, that is converted to ________(work). 2.It is a dimensionless performance measure of a heat engine that uses _______________________(thermal energy), such as a____________(steam turbine), an_____________(internal combustion engine), or a refrigerator. Ex.4 p.8. Asking and answering questions. 1.What is Efficiency of thermal engine? 2.Demonstrate how to determine efficiency when given the work in and work out? 3. How to determine work out given work in and efficiency? 4. How to increase and decrease friction in simple machines?
Ex.6 p.8. Table completion.
|
Presentation
Presentation
Presentation
|
||||||||||||||||||||||||||||||||||
Ending the lesson |
Assessment.
Super Good job. You can better
Hometask. Learn this therminology and definition of Efficiency of thermal engine. |
|||||||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||||||||||||||||||||||||||
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? |
Critical thinking |
||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
· Monitoring · Feedback on the work |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
||||||||||||||||||||||||||||||||||
Reflection · Were the lesson objectives/learning objectives realistic? · Did all learners achieve the lesson objectives/learning objectives? If not, why? · Did my planned differentiation work well? · Did I stick to timings? · What changes did I make from my plan and why? |
||||||||||||||||||||||||||||||||||||
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 the lesson about this class or individuals that will inform my next lesson?
|
||||||||||||||||||||||||||||||||||||
© ООО «Знанио»
С вами с 2009 года.