Unit of a long term plan: Living things. Animals 1

Unit of a long term plan: Living things.

School №5 school lyceum

Date:

Teacher name: Seidildaeva G.T.

CLASS: 5

Number: present:

absent:

Lesson title

Animals 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.R6 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics.
5.UE3 Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives 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.
5.W7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics.

Lesson objectives

All learners will be able to:

• understand some specific information and detail in the text with some support questions

• use adjectives to describe animals

Most learners will be able to:

• understand all specific information and detail in the text with some support questions

• use degrees of adjectives to describe animals

Some learners will be able to:

• understand all specific information and detail in the text without support

• use degrees of adjectives in writing an essay about animals

Assessment criteria

• Learners will have met the 5.R6 if they read the text and find the evidence in it to prove the main idea.

• Learners will have met the 5.UE3 if they apply the rule for comparative and superlative adjectives

• Learners will have met the 5.S6 if they interact with each other delivering content correctly and clearly to others

• Learners will have met the 5.W7 if they write a text keeping the register and format of a given genre.

Values links

Values are instilled by teaching learners to respect each other, to be responsible, to follow the Golden Rule, to use good manners, to be considerate of the feelings of others, to think before acting. To bring up being responsible for care of the animals and to protect them.

Cross-curricular links

The lesson is tightly connected with Biology, IT

Previous learning

Domestic and wild animals’ names.

Plan

Planned timings

Planned activities

Resources

Start

(Beginning of the lesson)

5min.

Greeting. (W) Teacher greets learner, learners respond to greeting.

Dividing into subgroups. Teacher divides learners into subgroups using pieces of animals’ pictures. Revising the previous lesson. (W)

What are the differences between the domestic animals and wild animals?

1-group: Domestic animals.

2-group: Wild animals.

3-group: Domestic and wild animals.

Teacher: Each group has their own zoo. They should collect as many animals as they can.

Prediction of the theme.

What animal can you see? What animal can you hear? (To elicit more vocabulary from students)

S 6. Checking up the homework. (W)

5W Questions:

1. What kind of animals do you know?

2. Where do wild animals live?

3. Where do domestic animals live?

4. When do people use animals?

5. Which animals are very clever?

Descriptor. Learners

-answers to the questions about animals.

Pieces of animals’ pictures

https://www.youtube.com/watch?v=IOBy94HS0zg

Middle (of the lesson)

4min.

15 min.

3min

3min

4min

4min

“Domino” game

1. This is a whole class entertaining teaching activity, students play a game of dominoes by matching the beginning, middle and the ending of the sentences. The students shuffle the dominoes and then deal them out evenly. The teacher goes first and puts a domino card on the white board. The first player puts a domino on the board either before or after the card, making sure their words matches with what’s on the card. Play then passes to the next student and so on. When all the dominoes have been matched they form a loop. If a loop is not formed, then the students haven’t matched the words, then they should look for the mistake.

In this way they create a riddle and they guess the proverb about animal. “Animals are my friends”

What other proverbs do you know?

Pre-reading Stage.

Pictures speak.

Descriptor. Learners

-Match the pictures with the words;

-practice them;

Brainstorming. (W)

Teacher shows photo of animal on the screen and asks questions. “What do you know about snow leopard?”

While reading. Method “Pyramids” (I)

R6. Read the text and answer the question “Is a snow leopard wild?”

Snow leopard

The snow leopard is an official Symbol of Kazakhstan. In Kazakhstan people always respected this leopard as the strongest and proudest animal. The snow leopard is a big cat. It lives high up in the Tien Shan mountains. It usually comes out at night. It has thick fur, which protects it from the freezing cold.

It eats wild sheep and goats. It also eats smaller animals and birds. But it isn’t dangerous for people. It is strong and can kill animals that are three times biggest than it. Unfortunately, they are an endangered species. In Kazakhstan there are less than 200, so we need to protect them in order to survive.

Descriptor. Learners

- read the text

-answer the question.

Read the text again and discuss in pairs these statements. “Correct or incorrect?” (P)

1. The snow leopard is an official Symbol of America.

2. The snow leopard is a big cat.

3. It lives high up in the Alatau mountains.

4. It eats wild sheep and goats.

5. It is a weak animal.

6. There are less than 200 in Kazakhstan.

Descriptor. Learners

-Read the text again.

-Discuss in pairs to find out if the statements are true or false.

S6. Post reading. Make a presentation about snow leopard using the Internet. (G)

1-group. Describe.

2-group. Characteristics.

3-group. Habitat.

Descriptor. Learners

-search information about snow leopard from the Internet.

-make a presentation.

-present it to whole class.

UE3. Grammar world. (I)

Find 3 forms of underlined adjectives from the text.

Descriptor. Learners

• comparative and superlative forms of irregular adjectives.

Explanation of irregular adjective’s degrees.

Singing an animal song.

Game. “Rotary station” (W)

Students walking around the class write the names of animals which are fixed on the wall according descriptions on the table. Words on the wall: Fox Wolf Dog Leopard Goat Hare Giraffe

Descriptor. Learners

-read the description and write the words according the description.

W7. Game “Who is the best?” (I)

1.What kind of animals do you know?

Descriptor: Write about ten names of animals.

2.Write the comparative and superlative degrees of adjectives: bad, good, little, many.

Make up a sentence with one of them.

Descriptor: Write comparative and superlative degrees of adjectives

3.Write a short essay “My favourite animal”

Descriptors:

-writes a short story

-uses adjectives

-uses appropriate layout

Formative assessment (I)

Let’s count animals in your zoo. Teacher’s feedback.

Blackboard

New words

Worksheets

Tables

Worksheets

Laptop, the Internet.

Tables.

Piece of papers

Table

Worksheet

Colourful

Papers

Colourful boxes

End (of the lesson.)

2min.

Homework.

Choose one animal and prepare a poster .

Feedback.

Blob tree.

Learners (altogether):

WE’LL NEVER

1.KILL ANIMALS.

2.HURT ANIMALS.

3.HUNT ANIMALS.

WE’LL ALWAYS

1.HELP ANIMALS.

2.FEED ANIMALS.

3.PROTECT ANIMALS.

Stickers

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

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. Boxes of Schoeller

Each group has their own zoo. They should collect as many animals as they can. Will win that group who collects many animals in their zoo.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the 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?

My lesson objectives were realistic. They were very simple and understandable. At the end of the lesson students reached the lesson objectives. The students learnt today about animals, especially about snow leopard deeply and properly. Also they learnt degrees of adjectives and how to use them in sentences. They learnt new words concerning to the theme with the help of game. Learning atmosphere was warm and peaceful. All the students felt themselves very free and were active. I hope that my planned differentiation worked well, as I worked with different levels of language learning. Because I made lots of tasks to the different levels of language learning. I tries to support and motivate them. I hoped with time management normally. But TPR activities made students to make a lot of noise, so it took my time. Next time I want to make it quieter. Also I would like to add more activities and grammar exercises in the future. Because students will learn the grammar all the time and lots of activities make the lesson interesting.

What two things went really well (consider both teaching and learning)?

1. Games “Rotary station”, “Picture speaks” were great fun to my students. Because by running and writing the words they improved not only their writing skills also thinking skills. They were very active and interested in these games.

2. Classroom atmosphere was pleasant. I gave autonomy to students. For example, students while making presentation using the Internet tried to do themselves best and felt this autonomy.

What two things would have improved the lesson (consider both teaching and learning)?

1. Students have difficulties with differentiated tasks as they didn’t understand the instruction. In the future I try to give clearer instructions.

2. Activity Pyramids wasn’t as I thought, because students didn’t listen each other. They continued their work on the computer while other group was explaining. I need to teach them to listen each other.

What have I learned from this lesson about the class or individuals that inform my next lesson?

1. I learnt that when I exchange student book’s exercises with games students are interested in the subject.

2. I learned from this lesson that students are not practiced to say their reflection, so we will work hard on it.

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?