Living things. Animals

LESSON: Unit 2 Living things. Animals.

School: 271

Date:

Teacher name: Palvanova D

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.R4 read with some support a limited range of short fiction and non-fiction texts

5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

• name the animals they know

• learn at least 3 new words from animal related vocabulary

• read and understand main facts about animals

Most learners will be able to:

• tell about the animal they read about

Some learners will be able to:

• understand most of the language in text about animals

• use present simple forms accurately in speaking

Language objectives

Use simple present simple tense, new vocabulary

Value links

Value of environment

Cross curricular links link

Biology

ICT skills

Projector or Smart board for presenting a video

Previous learning

Not necessary

Plan

Planned timings

Planned activities

Resources

5 min

3 min

5 min

Warm-up

Teacher shows a picture on PPT and asks learners: Which word can you spell? (slide 1) Learners should spell the word correctly, then teacher can introduce the topic of the lesson.

Teacher asks learners: What can you see on the picture? (slide 2) Teacher checks their knowledge of how they know the names of some animals.

Then teacher lets the learners know the LO of the lesson. (slide 3)

Teacher starts a word snake on the board using animals, to continue the snake learners have to use the last letter of the following word. (open class activity)

Ex: cat-tiger-rabbit-turtle-elephant-etc.

Pre-learning

• Learners are divided into small groups and asked to brainstorm and write any animals they know in 2 min and then learners name the animals they have written.

Pair work.

• Teacher distributes the handout with animal flashcards and asks learners to match words to the pictures in pairs. (Differentiation by support, more able learners with learners who need support). Learners should swap their works with other groups and check each other’s matching worksheets with a teacher’s support. Teacher checks answers as an open-class activity. Teacher focuses on pronunciation and spelling the words correctly. (Peer based assessment)

PPT

Flashcards

Middle

15 min

• Teacher divides learners work groups, e.g. kangaroo (student A), tigers (student B), lions (student C)

Group work

• Teacher introduces the text about animals, for Kangaroo’s group teacher gives the text about Kangaroo, for Tiger’s group, text about Tiger, and for Lion’s text about Lions. Leaners will read in groups, and underline the unfamiliar words and ask each other or teacher can help them. After that, learners should exchange their text with other groups, so learners will read the facts about these three types of animals.

Hot Chair activity.

Teacher takes an empty 3 chairs – one for each team- and puts them in front of the class, facing the team members. Teacher explains to the learners that these chairs are the hot chairs. Then get one member from each team to come up and sit in that chair, so they are facing their teammates, learners should ask questions about animals the learners who sit on the chair. The first hot chair learner to answer the question and wins a point for their team. Teacher monitors, takes notes and assesses learner’s answers. (Teacher based assessment)

To support learners teacher can provide a list of questions on the board as an example:

1. Where do kangaroos live?

2. What do they eat?

3. How big are they?

4. How many babies do they have?

Worksheet 1,2,3

End

36-40

• Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the text in the website. .

I can tell about an animal very well/ well/not bad

Evaluation worksheet

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at telling about the animal are shown questions to answer

• More-able learners can be encouraged to use more complicated sentences

Monitor learners as they read and make notes about the animals. Which learners have difficulties reading, making notes, and reporting information to group orally?

• Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor learners as they prepare the fact file about the animal. Help with the vocabulary

• Links to the biology: Do they know about the animals form the websites?

• Check if students have a comfortable class layout to work in groups

Learners use computers to locate information, report back to group and record in fact files using some of own words.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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 or individuals that will inform my next lesson?