Открытый урок по теме "Big cats"

Long-term plan unit: 5 OUR HEALTH

School: 13

Lesson 7

Date: 22.01.

Teacher’s name: Khushbekov O.T.

CLASS: 6 “ә”

Number present:

absent:

Theme of the lesson: Reading. An article.

Learning objective (s) that this lesson is contributing to

6.4.5.1- understand meaning from context;

6.4.4.1- read independently text;

6.1.3.1- respect differing points of view.

Lesson objectives

All learners will be able to:

• Read and understand an article about tigers in Bangladesh.

Most learners will be able to:

• Use compound nouns.

• Work with some new words

Some learners will be able to:

• Write more information about any animals that they know.

• talk about dangerous animals in the country

Success criteria

Identify details in a text with teacher’s support;

Identify the correct form of a word, appropriate sentence structure and text layout;

Use additional material.

Value links

Respect, openness

Cross curricular links

Geography

ICT skills

Internet sites

Previous learning

Discover culture.

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

The teacher greets students; students respond to greeting and take their places.

Warm up

Books closed. Write big cats on the board. Elicit or explain that the phrase refers to the larger members of the cat family. Elicit examples, e.g. lion, tiger, leopard, jaguar.

• Find out if any students have seen big cats in zoos

Background

Bangladesh is a country in south Asia. Once a part of the Indian Raj, the name given to British rule in India, it became an independent state in 1971. The Sundarbans is an area in Bangladesh, known for its large mangrove forest.

Practice

• Ex 1 Ask students to open their books at page 63.

• Ask students to look at the photo and answer the questions.

• Do not confirm or reject students’ ideas at this point. Students will check their answers in Exercise 2.

• Ex 2 Ask students to read the text to check their answers to Exercise 1.

• Ex 3 Give students time to read through the text again.

• Students then work alone to answer the questions. Encourage stronger students to offer as much detail as they can in response to the questions.

• Ask students to compare their answers in pairs before you check answers with the whole class.

• Read out the information about tigers in the FACT! box.

Tell students that when there are so few animals left in a particular species that species is said to be endangered /ɪnˈdeɪndʒəd/, which means that could it could become extinct /ɪkˈstɪŋkt/, i.e. disappear altogether.

• Ex4 Tell students that a compound noun is formed from two words, which can either be separated (e.g. charity workers) or joined (e.g. wildlife).

• Ask students to look at the compound nouns in the article, which are picked out in bold.

• Ask students to use the context to work out the meaning of each of the compound nouns.

• Ask students to share their definitions of the compound nouns with the class. Do not confirm or reject students’ ideas at this point. Students will read definitions of the compound nouns in Exercise 5.

• Ex5 Read out the words in the box.

• Ask students to work in pairs to match the words with the definitions.

• Check answers.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 126 and do the exercises for Explore compound nouns.

• Ex6 Read out the questions.

• Ask students to work alone to answer the questions.

Answers

Ex2 1 In forests. 2 Bangladesh 3 Because they can kill people.

Ex3 1 They fish, hunt and look for honey and firewood. 2 Because the forests are home to lots of wild animals. 3 They killed about 50 people. 4 It’s teaching them how to live and work close to tigers. 5 You should look at it and make lots of noise.

6 The people sing songs about tigers and tell stories about tiger gods.

Optional activity

• Ask students to read the tiger facts on the following website: http://www.ngkids.co.uk/did-you-know/10-tiger-facts

• Discuss the facts with the class. Find out which facts surprised the students and which ones they were most interested in.

Ex5 1 firewood 2 fishing boat

3 charity worker 4 forest floor 5 wildlife

Optional activity

Ask students to work in small groups.

• Students should think of three ways that the tigers of the Sundarbans region of Bangladesh can be protected.

• Ask one member of each group to share their group’s ideas with the class.

Homework

Ask students to find out more about endangered animals. Students should research the geography, climate, people and culture of the research region.

Students can share what they find out with a partner at the beginning of the next 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 ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?