Animals.The Jungle Book

Unit of a long term plan Unit 7 Fantasy world

School: №5

Date:

Teacher name: Gulmira Sabazova

CLASS: 5

Number present:

absent:

Lesson title

Animals. The Jungle Book

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

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.L.4. understand the main points of supported extended talk on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

- write with support factual descriptions at text level which describe animals, places and objects with support;
- get information about a limited range of the topic «Animals» with support;

Most learners will be able to:

- write factual descriptions at text level which describe animals, places and objects with some support;
-understand unexpected comments about a limited range of the topic «Animals» with some support; answer the questions in full form without support

Some learners will be able to:

- understand specific information and detail in short, simple texts on theme ‘Animals’ without support

-write without support factual descriptions at text level which describe animals, places and objects; - answer the questions in full form without support

Assessment criteria

-write with support factual descriptions at text level which describe animals, places and objects ;

- make a response on an increasing range of the topic «Animals» - apply specific information from the listening task - think creativity when give answers to the questions

Values links

Secular society with high spirituality

Cross-curricular links

Kazakh and Russian literature

Previous learning

Names of the animals, adjectives, it has got …..

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min

Warming up «Memorizing» strategy -Teacher shows pictures of different animals on the board, learners should name and remember all of them.

Group-division: «Say qualities» strategy Dividing the class into 3 groups by answering. -Teacher asks students about different qualities of animals. 1-group “Mowgli” Who said the appearance of the animals 2-group “Shere Khan””Who said the qualities of the animals 3-group “Bagheera”Who said activities of the animals

Flash cards

Middle

30 min

(G) Task 1 Writing «Describing» strategy - Describe given animals Descriptor: A learner - makes grammatically correct sentences - gives a lot of details - use adjectives - right pronunciation and intonation - keeps format of a given picture F.A Each group assess each other by evaluation sheets Differentiation by scaffolding

(I) Task 2 Pre-listening «Who is the fastest? » strategy - In one minute students write down as many films with animals as possible. F.A. Check with their partners list (P) Task 3 While -listening «Word completion» strategy - Listen and complete the text about «The Jungle Book» F.A. «Where are our mistake?» (checking by keys) (W) Task 4 Post -listening «CCQ» strategy Teacher asks learners about the video. Students should answer the questions correctly. 1. What is the name of the film? 2.Who is the director of the film? 3. Who are the main character in the film? 4. What animals are in the film and what are their names? 5. Are the animals real in the film? 6. Who is Shear Khan and what does he want to do? 7. What do you think about the film? 8. Do you think Mowgli should live in the jungle with animals or in a village? Descriptor for three tasks: A learner - writes as many films with animals (especially “The Jungle Book”) - listens and completes the text - answers the questions without support F.A “Right or Wrong” Differentiation by type of response and time allowed

pictures

evaluation sheets

CD

Hand-out1

PPT (slide3)

End

5 min

Plenary Feed back «Three thinking hats» strategy -Teacher asks learners about today’s lesson by wearing red, yellow and green hats.

- What have you learnt today? – difficulties during the lesson – what do you like during the lesson ? – what do you do today? - what was unclear for you? - do you like this lesson?

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

1.Differentiation by scaffolding

2. Differentiation by type of response and time allowed

1. Self assessment by evaluation sheets

2. «Where are our mistake?» (checking by keys)

3. “Right or Wrong”

4. Teacher assess by stamps

Health saving technologies.

Using hysical activity

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?

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)?

2:

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