Урок " Animals in the world"

LESSON: Unit 2 Living things. Animals.

CLASS: 5

School: 19 Temirtau

Date:

Teacher name: Perminova M.G.

Theme of the lesson:

Animals in the world

absent:

Learning objectives(s) that this lesson is contributing to

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.R4 read with some support a limited range of short fiction and non-fiction texts

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

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

Lesson objectives

All learners will be able to:

• Recognize the details of the texts and deduce meaning from context on the topic “Animals in the world”

• Communicate in pairs, groups and whole class exchanges using Present Simple and variety of adjectives with support.

Most learners will be able to:

• Make up a dialogue without support

Some learners will be able to:

• Make personal description on the topic “ Animals in the world ” and express their opinion without support.

Assessment criteria

• Recognize details of the texts

• Express their ideas on the topic in pairs and groups

• Use Present Simple and variety of adjectives in students’ speech

Value links

National unity, peace and harmony in our society. Value of environment

ICT skills

Smart board, worksheets ( handouts)

Previous learning

Animals

Plan

Planned timings

Planned activities

Differentiation

2 min

9 min

6 min

Greeting ( 1min)

Lead in

Stage aim: to check knowledge of vocabulary on the topic

Instruction: Teacher asks learners: What can you see on the picture? (slide) Teacher checks their knowledge of how they know the names of some animals. Students should name as many animals as they know

Individual work

Teacher asks about the topic of the lesson. How do you think what theme we are going to discuss. (ANIMALS)

Activity: Mind maps

Stage aim: To generate students’ interest in the topic

teacher gives handouts and says instructions

Instruction 1. Listen and repeat after me, pay attention to the pronunciation of these words. Strong students read, others repeat after them. Teacher focuses on pronunciation of the words correctly

Individual and pair work

2. Work individually and write the names of the animals in the correct places.

(Peer based assessment)

3. Then work in pairs and discuss. Which animals are dangerous / beautiful/ intelligent? What’s your favourite animal? ( students’ answers)

Concept questions: Will you work individually? – Yes

What are you going to do? – write the names of animals in the correct places

Will you work individually then? –No In pair? – Yes

What are you going to do then? – discuss

Feedback

Activity: Vocabulary

Stage aim: to develop social and civic competences, to practice the vocabulary set in a fun way

Group work

Instructions: The class is divided into two teams. Choose one student from each team to come to the front of the class and stand with their back to the board.

The teacher is going to write the name of an animal on the board. The students from each team must get their player to say the word that is on the board. They can use mime or clues, such as “it’s got 8 legs”, but they mustn’t say the word and use their own language. The 1^st team to get their player to say the word gets a point.

Feedback

All students will be able to pronounce the names of animals and write them in the correct places with support

Most students will be able to write the names of the animals in the correct places without support and give answers with support

Some students will be able to add their own list of animals and answer the questions without support

All students will be able to communicate in pairs and discuss the animals using adjectives with support.

Most students will be able to make up a dialogue describing animals.

Some students will be able to communicate with a partner using topic-related vocabulary in their own context.

Differentiation by support, more able learners with learners who need support.

Middle

15 min

5 min

Instruction: Teacher introduces the text about animals. Leaners will read individually, and underline the unfamiliar words and ask each other or teacher can help them. After that, learners should exchange their opinions with partners

pair work

Feedback

• Stage aim: To orientate students to the content of the texts

Pre-reading task: Look at the names of the texts and tell me what animals these texts are about (about animals – kangaroo, lion, tiger).

Tigers

Tigers are the biggest cats in the world. They live in hot jungles as well as icy cold forests. Tiger cubs (usually 2 or 3) are born blind and weigh only about 1 kg. They live with their mother until they are two or three years old, then they find own territories. Adult tigers like to live alone. Their heads, bodies, tails have narrow black, brown or grey stripes. A tiger can eat as much as 40 kg of meat in one feeding. Tigers can see in colour. They can also see in the dark six times better than humans can. A tiger’s tail is about half as long as its body. Tigers use their tails for balance when they run, and to communicate with other tigers.

Kangaroos

Kangaroos are the symbol of Australia. They appear on Australian postage stamps, coins, and even on Australian planes. Usually, kangaroos have one young annually. Females have a pouch in which babies live and drink milk for 8 months. There are over 50 types of kangaroo. Kangaroos have short fur which varies in colour from orange-brown, to grey to dark brown. The biggest grow to 2 m, the smallest are 20 cm high. Kangaroos eat leaves, grass, herbs and roots. Kangaroos travel in groups. Most kangaroos are active at night. The kangaroo moves by hopping. It uses its tail for balance.

Lions

Lions live in bush, grasslands, savannas and woodlands. The lion is a symbol of power, courage and nobility. Lion is mammal, four-legged, meat-eating, large wild cat with yellowish, reddish or dark brown short smooth coat (hair). Lions are the most social of all the cats and live in groups called prides. There can be up to 40 members in a pride. A lioness gives the birth to 2-4 cubs. In a pride, lions hunt, raise cubs, and defend their territory together. Hunting generally is done in the dark by lionesses. Males eat first, and then females and cubs last.

• 1. Pair work ( ask and answer the questions)

To support learners teacher can provide a list of questions on the board as an example:

1. Where do kangaroos/lions, tigers live?

2. What do they eat?

3. How big are they?

4. What colours are these animals?

5. How many babies do they have?

• 2. Activity “Face to face” (pair work. Change position in circles)

Stage aim: To give students an opportunity to practise speaking skills

• Students stand face to face in two circles. Teacher asks questions about animals in the texts and students should answer to each other. Then partners should be changed.

Formative assessment

• 5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics.

Assessment criteria

• Identify the main ideas of the texts

Level of thinking skills Knowledge and comprehension

Read the sentences and circle T for True or F for False. Check up this work with the help of signal cards “Traffic light”

1. Kangaroos are the symbol of Australia. T F

2. Kangaroos have 5 babies. T F

3. Kangaroos eat meat. T F

4. Tigers aren’t the biggest cats in the world. T F

5. Tigers can see in colour. T F

6. Adult tigers like to live alone. T F

7. The lion is a symbol of power. T F

8. Lions don’t live in bush, grasslands, savannas , woodlands. T F

9. Lions live in groups called prides. T F

Descriptor:

A learner

• Skims over the texts

• Reads the statements

• Circles the correct answer according to the text.

All students will be able to ask and answer the questions using the Present Simple with support

Most students will be able to make up a dialogue without support

Some students will be able to answer the questions using some interesting facts and express their own opinion without support.

Differentiation by support, more able learners with learners who need support.

End

2 min

• Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the text in the website. .

I can tell about an animal very well/ well/not bad

H/W describe your favourite animal

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

• 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 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)?

1:

2:

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