Living things. Wildlife in India

LESSON: Unit 3 Living things. Wildlife in India

School:№21

Date: 07.11.2018.

Teacher name: Medenova.N.B

CLASS: 5 «b»

Number present: 12

absent: 0

Learning objectives(s) that this lesson is contributing to

R Today we are going to read a website to find out more about wildlife in India and answer questions about it . We are also going to play a game and give our opinions.

L.Play the CD .The student listen and read.

S.W .Draw attentions to the thinking skills (comparing and contrasting) that the students use tell you their answer.

Lesson objectives

All students will be able to

• to say the animals you want to see

• to read about wildlife in India

• to answer the guestions

• 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

Materials

Flashcards and word cards :baboon ,buffalo ,deer, eagle, flamingo, hippo, panther , red panda , rhino , Class Audio CD

Value links

Value of environment

Cross curricular link links

Biology, geography.

ICT skills

Projector or Smart board for presenting a video

Previous learning

Awesome animals

Plan

Planned timings

Planned activities

Resources

Warm-up

Welcome the student to the lesson . Ask familiar questions such as What the date ? What is the weather like ?

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.

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.

Listen and read

Student`s Book Activity 4

Read Seta’s post and the website heading

Play the CD .The student listen and read.

Clarify the meaning of vocabulary as necessary ;for example monsoon,frising and sports

Read the Reading Tip.Explan that the first sentences of a paragraph is often a signpost that tells you whot the paragraph is about and this can help you understand the text.

Play the CD again.

Ask What are the three main differences between the two kinds of national parks? (where they are ,the weather ,and the animals you can see)

Draw attentions to the thinking skills (comparing and contrasting) that the students use tell you their answer.

Student`s Book Activity 5

Answer the questions .The students take turns to read and answer the questions.

Answer: 1.There are more than 100 national park in India 2.You can see baboons and flamingos in national parks near forests and rives .

3. You can see eagles and wolves in national parks in the mountains .

4. There is a monsoon season in national parks near forests and rives.

5. There is lots of snow in national parks in the mountains.

Student`s Book Activity 6

Play the memory game.

(books closed)Ask question such as Where can you see baboon ? The student respond (in national parks near forests and rives)

The student take turns to ask questions and respond in the same way.

Student`s Book Activity 7

Talk about it ! Choose and say

Say a sentences expressing you opinion as in the explain

Draw attention to the use of `because` to give a reason .

The students take turns to say a national parks they want to go to and the animal they want to see.I want to go to the national parks (in the mountains) because I want to see ( a snow leopard )

Internet tracks

Find out the names of national parks in India.

Read the instruction as a class.

The student research on the internet with a teacher the name of national parks in India

Possible answer :Periyar national parks / Sarisca national parks national parks

PPT

Flashcards

CD 2 Track 7

Ending the lesson

Review the lesson and good bay !

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 ifferentiation 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:

2:

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