LESSON: Unit 2 Living things. Animals. | School: Donskaya secondary school |
Date: | Teacher’s name: Yessetova M.S. |
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: |
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Some learners will be able to:
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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 | Living things. Plants.
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Plan |
Planned timings | Planned activities | Resources
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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 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? |
Worksheet 1,2,3
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End 36-40 | 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
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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? | 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. |
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Summary evaluation
What two things went really well (consider both teaching and learning)?
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What two things would have improved the lesson (consider both teaching and learning)?
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What have I learned from this lesson about the class or individuals that will inform my next lesson?
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