Help the planet 1

LESSON: Module 6 Lesson 6

Time for CLIL Help the planet 1

School: №12

Date:

Teacher name:Nogayeva A.K.

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.L4 understand a limited range of short supported questions on general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.UE12 use adverbs of time and frequency: sometimes, often,

always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences To explore other subject areas (Geography); to ⁸ I talk about endangered animals; to make a I | poster for the protection of the rainforests.

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To explore other subject areas (Geography); to ⁸ I talk about endangered animals; to make a I | poster for the protection of the rainforests.

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To explore other subject areas (Geography); to ⁸ I talk about endangered animals; to make a I | poster for the protection of the rainforests.

Previous learning

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of Language in use: Why did you put mustard on your sausage? Because it's tastier this way. Can I have a packet of biscuits and a can of cola, please? Here you are! How much is that? £1.70. Target vocabulary snack, slice, dip, sliced, cheese dip, on the side

Cross-curricular links

Food and containers:

ICT skills

Using videos & pictures, working with URLs

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

4.1.4.1

4.1.3.1

(An activity to revise the language of the previous lesson.)

(An activity to introduce the topic of the lesson.)

Read the title of the lesson. Ask the pupils if they have heard about endangered animals, and what they mean to them. Explain to the pupils, in LI if necessary, that some animals are in danger of becoming extinct for various reasons. Some animals are hunted by men. Other animals lose their homes and some others cannot find food any more. Ask the pupils to think about what we can do to protect endangered animals.

PRESENTATION AND PRACTICE

Step 1 What animal am I? Read and write.

Explain the activity. The pupils look at the pictures, read the sentences and say the names of the animals. Allow the pupils some time to complete the activity. Check their answers.

(Track 10 CD2)

Pupils book p 88

Answer key

rhino 3 dolphin 5 panda

gorilla 4 polar bear

Then individual pupils read out the texts.

Step 2 Listen and read. Then act out similar dialogues. (Track 24 CD2)

Refer the pupils to the dialogue. Play the CD.The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. Refer the pupils to the pictures and elicit the names of the animals and what the pupils know about them. Read aloud the fact files.The pupils, in pairs, act out similar dialogues using the information in the fact files. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out their dialogues. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.

A: Look at these amazing .... Where do ... live?

B: They live in .... Did you know they are in danger? A: Really? Why?

B: Because....

A: That's a shame. We must do something to protect them!

Suggested answer key

A: Look at these amazing chimpanzees. Where do chimpanzees live?

B: They live in the jungle. Did you know they are in danger?

A: Really? Why?

B: Because people hunt them or sell them as pets. A: That's a shame. We must do something to protect them!

Read and circle. Then listen and check. (Track 25 CD2)

Explain the activity. Go through the sentences and elicit/explain any unknown words. Play the CD. The pupils listen and circle the correct words. Check their answers.

AUDIOSCRIPT

So that was the news at five o'clock. Anyway, I hope you are all listening because here are some rainforest facts.

More than 50% of the world's animals live in rainforests. That's a lot!

There aren't any rainforests in Antarctica because it's always very cold.

The largest rainforest is the Amazon rainforest in South America.

Rainforests give us oxygen. That's why we must protect them.

Today, rainforests are slowly getting smaller because people are cutting down the trees.

We must save our rainforests...

Extension activity (Optional)

Ask the pupils to write guestions based on sentences 1 -5.Then the pupils, in pairs, ask and answer questions. Go around the class providing any necessary help. Ask some pairs to report back to the class.

Read aloud the title of the poster and have a class discussion about why we must save the rainforests. Read the instructions and explain the activity. Allow the pupils some time to prepare their posters. Ask individual pupils to present their poster to the class.

Design your own Save the rainforests! poster. Present it to the class.

Save the rainforests!

Rainforests give us oxygen and many of the v animals live there. We must do something to p them!

Pupils book p 89

Answer key

cold 4 oxygen

South America 5 smaller

Ending the lesson

4.1.4.1

4.1.3.1

(An activity to consolidate the language of the lesson).

(An activity to consolidate the language of fhe le

Tell the pupils to look at the animals on pp. 88- a minute. Have them close their books. Divid class into two teams. A pupil from each team c to the front of the classroom and talks abo animal (what it looks like, where it lives, if it's in dc etc) without naming it. Each correct answer v point.The team with the most points wins the g

ACTIVITY BOOK (Optional)

Suggested answer key

Pupil 1: It's in danger. It lives in warm seas. It's g Team A: Green turtle! etc

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

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

• check pronunciation of new language through group and individual drilling

• check comprehension of listening and reading text through follow-up questions

• cross curricular links: Music